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ERIC Number: ED465190
Record Type: Non-Journal
Publication Date: 2002-May
Pages: 82
Abstractor: N/A
Reference Count: N/A
Improving Student Spelling Skills through the Use of Effective Teaching Strategies.
Chase-Lockwood, Rebekah; Masino, Misty
This report describes a program for improving students' spelling skills through the use of effective teaching strategies. Because the literature review of solutions named these categories: using various instructional strategies, moving away from simple memorization, and supporting students with freedom to take risks in spelling, these researchers focused on the solution of using various instructional strategies, specifically using the instructional strategies of breaking words up into parts, morning messages, personal dictionaries, word banks, word sorts, and word walls. The problem of applying spelling skills to daily written work was documented through the use of assessments that indicate spelling errors in spelling tests and written work, and a teacher survey of instructional strategies in spelling not aligned with best practices in spelling. After receiving feedback from the teachers from this survey, a spelling test was given to all the fifth grade classes. Two fifth grade classes were taught instructional teaching strategy interventions while a third classroom received no intervention. At the end of this period a spelling test and written prompt, both identical to those given the first week of school, were given to the students. Post intervention data indicated an increase in student spelling skills due to the use of effective teaching strategies. (Contains 25 references, 8 figures, and a table. Three appendixes contain the following: the parent consent form; a list of high frequency words; the teacher survey; a progress chart; lesson plans; a writing prompt; and a blank Spelling Dictionary.) (PM)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A