Date of Award

8-31-2012

Document Type

Graduate Field Experience

Degree Name

Master Of Arts In Language And Literacy

Colleges & School

College Of Education And Leadership

Library of Congress Subject Heading

Spelling ability; First grade (Education)

Abstract

Recent research from the past decade suggests that the traditional model of spelling instruction based on rote memorization are not as effective as the developmental, word-stage model that teaches students spelling patterns based on their stage of spelling development (Abbott, 2000; Bear, Invernizzi, Johnston, & Templeton, 1996; Bear & Templeton, 1998; Ganske, 1999; Johnston, 1999). In addition, research indicates that the use of word study and word sorting found in word-stage spelling models benefits student's overall literacy ability. Students learn to spell as they actively investigate how words work with memorization being only a small part of this process (Rymer &Williams, 2000). The current study tests these theories. Five, first grade students participated in daily spelling instruction using a word-stage, developmental approach for six weeks, alongside pre and post test measures using a developmental spelling analysis of word features. Results of the study indicate that use of this type of spelling assessment and instruction did increase the specific word feature knowledge of participants, as well as their overall spelling ability.

Rights

Open Access

OCLC Number

809274029

Is this full-text open access?

1

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Education Commons

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