A Study of Effects of Direct Spelling Instruction on Spelling Achievement and Skills Acquisition
The purpose of this study was to examine and compare the effect of direct spelling instruction on both spelling achievement and acquisition of skills. To implement this study two groups of subjects were selected. The subjects were all participating in the summer reading practicum at Southwest Missouri State University. They were matched as closely as possible using intelligence scores. Both groups were then given the Wide Range Achievement Test (WRAT) to establish pretest spelling ability. Next, both groups were given the Spelling Errors Tests (SET) to establish pretest acquisition of skills levels. The SET scores of Group I were analyzed and direct spelling instruction methods were implemented. The direct spelling instruction method consisted of a recommended teaching procedure followed by all teachers with the subjects in Group I. The second part of the direct instruction was the individual teaching plan. The individual teaching plan was designed to remediate each subject's errors on the SET. Approximately thirty days later posttests were administered. The data were analyzed using t-tests and analysis of covariance. Following analysis of the data, the researcher concluded that direct spelling instruction resulted in no statistically significant improvement in the spelling achievement of the experimental group. Also concluded was that there was no statistically significant difference in spelling achievement or acquisition of skills between the experimental group and the control group. Closely associated to this study, but not an integral part, was the establishment of normative data for the SET. The researcher concluded, after analysis of the data, that the SET was both a valid and a reliable diagnostic instrument.
Educational Administration and Supervision
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