NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ871345
Record Type: Journal
Publication Date: 2008
Pages: 10
Abstractor: As Provided
Reference Count: 23
ISBN: N/A
ISSN: ISSN-1540-0077
The Effect of the Intensity of Spelling Instruction for Elementary Students At Risk for School Failure
Shippen, Margaret E.; Reilly, Amysue; Dunn, Caroline
Journal of Direct Instruction, v8 n1 p19-28 Win 2008
This study investigated the effects of two levels of intensity (one lesson per day or two lessons per day) of a spelling intervention on students at risk for school failure. A quasi-experimental group design with random assignment was used. Elementary-level participants (n = 39) enrolled in a 4-week summer remedial program progressed through the study in homogenous groups. Student performance was assessed using both standardized and curriculum-based measures. Findings indicated no significant difference on standardized measures between or within participants across levels of intensity of spelling instruction. However, on curriculum-based measures, a significant difference was found within participants over time, but no significant difference was found between those who received one lesson per day and those who received two lessons per day. (Contains 3 tables.)
Association for Direct Instruction. P.O. Box 10252, Eugene, OR 97440. Tel: 800-995-2464; Tel: 541-485-1293; Fax: 541-683-7543; Web site: http://www.adihome.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Alabama