The effects of an integrated whole language and phonics-based instructional spelling program on student spelling ability and self-concept

<p>The purpose of this research was to create an integrated phonics and whole language approach to teaching spelling to regular education and resource students. The sample included thirty-nine fourth grade students, which were split into an experimental and a control group. Students in the experimental group completed a spelling pretest and ten weeks of instruction implemented by the researchers. The students in the control group also completed a pretest and completed spelling instruction as followed by the required fourth grade curriculum.</p> <p>After the study was completed, both groups completed a spelling posttest as well as a self-concept scale in relation to their ability in the area of spelling. The results in terms of the students' overall spelling ability in both groups were significant. Although self-concept improved with both groups, the results did not yield any significant results. The results showed that an integrated approach to spelling may be helpful in improving overall spelling abilities of regular education and resource students as well as improving self-concept.</p>

Name thesis:degree_name

M.A. in School Psychology

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Educational Services and Leadership

Year dc:date.available

2004

Author dc:creator

• Biberman, Kimberly B.

Contributors dc:contributor

• Klanderman, John
• Dihoff, Roberta

• Fourth grade (Education); Self-perception; Spelling ability
• Educational Psychology

Repository record dc:identifier

https://rdw.rowan.edu/etd/1111

OAI identifier oai:identifier

oai:rdw.rowan.edu:etd-2111