ERIC Number: ED453535
Record Type: RIE
Publication Date: 2001-Jun
The Effects of Learning Spelling Words in Context.
The purpose of this study was to investigate the effects of learning spelling words in context on 17 students in a third grade classroom. The students ranged from low to high ability in spelling. To investigate whether or not practicing spelling words in context has an effect on the learning of those words, students began the school year practicing spelling words in context only for the remaining 10 weeks of the study. There was no direct instruction in spelling provided. A pre-post-post-test design was used to compare the general spelling knowledge gains of the students over time. The students were tested at the beginning of the study, at the end of 4 weeks (prior to treatment), and again at the end of the study (after treatment). The pre- and post-tests showed that practicing words in context did not have a significant effect on general spelling knowledge. Practicing spelling words in isolation was also found to have a significant effect on general spelling knowledge, although its effects were not as statistically significant as the effects of practicing words in context. The results of this study indicate that practicing spelling words in the context of one's own writing has a greater effect on general spelling knowledge than practicing spelling words in isolation, although both strategies improve general spelling knowledge. (Contains 24 references. Appendixes contain letters to parents, spelling lists, and student-written stories that incorporate spelling words.) (Author/RS)
Publication Type: Dissertations/Theses
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Masters in Education Program, Western Washington University.