ERIC Number: ED492137
Record Type: Non-Journal
Publication Date: 2005-Jun
Research Based Tutoring of English Spelling. White Paper
This White Paper examines the components that determine effective instruction and tutoring in English spelling, based on current scientific research and experience gained in field testing while developing an innovative educational technology. Basis for the findings were repeated field studies conducted in small groups with students grade 3 and higher (up to college level). The goal was to isolate the components that were a) effective and b) kept learning interesting and challenging. Students and teachers were completing evaluation forms that contained both the opportunity to rate certain program aspects on a scale from 1-5, and included a feedback box for ideas "outside of the box." The evaluation was concluded by interviewing parents and teachers on their experience with the traditional learning approach (spelling word lists and spelling computer games). Their feedback was found to be coherent with accepted brain and pedagogic research, and is summarized in easily accessible format as seven aspects of successful spelling tutoring. The document reflects further on the current bias in society regarding spelling that originates from our pedagogic past and from teaching spelling in rote, authoritarian ways. It further lists evidence that an overall decline in spelling ability and word knowledge is affecting the literacy levels in the nation, alarming policy makers and employers. The paper introduces the Internet as a new way to provide targeted tutoring by replacing the common study-test approach with a much more individualized and effective test-study-test approach, where students are able to focus all of their attention on knowledge they do not yet have. Learning with such a tutoring concept is up to six times more efficient that traditional methods. The report contains a table comparing the new development with traditional methods of teaching, and an extensive bibliography on the research.
Publication Type: Information Analyses; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A