The purpose of this academic investigation was to find the effect of Word Study on the spelling abilities of third grade students; and to determine if the change in spelling abilities is greater in those third graders who receive the treatment of guided on-level instruction and interactive word activities than those third grade students who participated in a traditional spelling program. Orthographic knowledge of the treatment and control groups were measured through a series of pretests and then posttested after treatment was received. The treatment involved a variety of interactive activities that were discovery based. The positive change in the treatment group (n=2) was significantly greater than the positive change in the control group (n=6). The greatest significance was found in the change of the two groups at their level of existing orthographic knowledge. The sample size was too small to be statistically significant, but the implications for the study are discussed.
","abstract_html":"<p>The purpose of this academic investigation was to find the effect of Word Study on the spelling abilities of third grade students; and to determine if the change in spelling abilities is greater in those third graders who receive the treatment of guided on-level instruction and interactive word activities than those third grade students who participated in a traditional spelling program. Orthographic knowledge of the treatment and control groups were measured through a series of pretests and then posttested after treatment was received. The treatment involved a variety of interactive activities that were discovery based. The positive change in the treatment group (n=2) was significantly greater than the positive change in the control group (n=6). The greatest significance was found in the change of the two groups at their level of existing orthographic knowledge. The sample size was too small to be statistically significant, but the implications for the study are discussed.</p>","abstract_has_math":false,"creators":["Wright, Jessica"],"institution":null,"degree_name":"M.S. in Teaching: Elementary Education","degree_level":"Thesis","degree_discipline":"Interdisciplinary and Inclusive Education","degree_department":null,"school":null,"contributors":["Robinson, Randall"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2003,"date_issued":"2003-06-25T07:00:00Z","date_published":"2003-06-25T07:00:00Z","updated_at":"2026-07-24T04:14:25Z","subjects":["English language--Orthography and spelling; Third grade (Education)","Elementary Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/1388","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Robinson, Randall"]},{"key":"dc:creator","label":"Author","values":["Wright, Jessica"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-05-11T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Interdisciplinary and Inclusive Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.S. in Teaching: Elementary Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["English language--Orthography and spelling; Third grade (Education)","Elementary Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/1388"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this academic investigation was to find the effect of Word Study on the spelling abilities of third grade students; and to determine if the change in spelling abilities is greater in those third graders who receive the treatment of guided on-level instruction and interactive word activities than those third grade students who participated in a traditional spelling program. Orthographic knowledge of the treatment and control groups were measured through a series of pretests and then posttested after treatment was received. The treatment involved a variety of interactive activities that were discovery based. The positive change in the treatment group (n=2) was significantly greater than the positive change in the control group (n=6). The greatest significance was found in the change of the two groups at their level of existing orthographic knowledge. The sample size was too small to be statistically significant, but the implications for the study are discussed.
"]},{"key":"dc:title","label":"Title","values":["The effects of word study: a developmental and discovery based approach to spelling"]}]}],"canonical_facts":{"dc:contributor":["Robinson, Randall"],"dc:creator":["Wright, Jessica"],"dc:date.available":["2016-05-11T07:00:00Z"],"dc:description.abstract":["The purpose of this academic investigation was to find the effect of Word Study on the spelling abilities of third grade students; and to determine if the change in spelling abilities is greater in those third graders who receive the treatment of guided on-level instruction and interactive word activities than those third grade students who participated in a traditional spelling program. Orthographic knowledge of the treatment and control groups were measured through a series of pretests and then posttested after treatment was received. The treatment involved a variety of interactive activities that were discovery based. The positive change in the treatment group (n=2) was significantly greater than the positive change in the control group (n=6). The greatest significance was found in the change of the two groups at their level of existing orthographic knowledge. The sample size was too small to be statistically significant, but the implications for the study are discussed.
"],"dc:identifier":["https://rdw.rowan.edu/etd/1388"],"dc:subject":["English language--Orthography and spelling; Third grade (Education)","Elementary Education and Teaching"],"dc:title":["The effects of word study: a developmental and discovery based approach to spelling"],"thesis:degree_discipline":["Interdisciplinary and Inclusive Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.S. in Teaching: Elementary Education"]},"updated_at":"2026-07-24T04:14:25Z"}