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ERIC Number: ED441253
Record Type: Non-Journal
Publication Date: 2000-Mar-9
Pages: 38
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
A Comparison of Spelling Drill and Practice: Computer versus Paper and Pencil Activities.
Darling, Diane Lind
A teacher in a small Christian school noticed that many of her third grade students found the A Beka spelling drill rather tedious. Many Christian schools use the A Beka spelling curriculum with lessons based upon special phonetic sounds. The students are introduced to alphabetical order and dictionary skills. These skills seem appropriate and necessary for good spelling instruction. The classroom had several Apple IIe computers with "Spellevator" software. A study was conducted to see if the drill on the computer would work as well or better than the paper and pencil spelling drill. The computer provided immediate feedback on whether or not a word was spelled correctly. Students moved up levels in the program based on their knowledge of spelling words as well as the definitions to these words. Since the class was very small, a quasi-experimental approach was used. All the students participated in both kinds of spelling drill. The study lasted eight weeks. The students received four weeks of instruction alternating weeks in each kind of drill. The first week was the paper and pencil drill. The second week was computer drill. Students were given a posttest each Friday. The scores for the computer drill were compared to the scores of the paper and pencil drill using a t-test. The mean score for the computer drill was slightly higher than that of the paper and pencil drill. However, no significant difference was found. When the students were asked to vote on the kind of drill they preferred, all voted to practice with the computer. Findings determined that computer drill can work at least as well as paper and pencil drill. (Contains 23 references.) (Author/RS)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A