An Evaluation of the Word Triad Method for Monitoring Spelling Progress

Autor/inn/en	Frisby, Craig; Wang, Ze
Titel	An Evaluation of the Word Triad Method for Monitoring Spelling Progress
Quelle	In: Journal of Applied School Psychology, 34 (2018) 2, S.101-133 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-7903
DOI	10.1080/15377903.2017.1381660
Schlagwörter	Spelling; Teaching Methods; Progress Monitoring; Curriculum Based Assessment; Phonetics; Morphology (Languages); Tests; Grade 3; Grade 4; Elementary School Students; Word Lists; Correlation; Scores; Scoring; Psychometrics; Performance; Difficulty Level; Statistical Analysis; Standardized Tests; Missouri + Suchen Sie Ihr Suchwort? Schreibweise; Teaching method; Lehrmethode; Unterrichtsmethode; Phonetik; Fonetik; Morphology; Morphologie; Examination; Prüfung; Examen; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Wortliste; Korrelation; Bewertung; Psychometry; Psychometrie; Achievement; Leistung; Schwierigkeitsgrad; Statistische Analyse; Standadised tests; Standardisierter Test
Abstract	Although spelling skill progress has typically been studied within the context of students' responses to written story starters (Deno, Marsten, & Mirkin, 1982; Fuchs & Fuchs, 2011; Hosp, Hosp, & Howell, 2007; Shinn & Shinn, 2002), there has been little research conducted within a curriculum-based measurement framework that has studied spelling progress monitoring on a weekly basis throughout an entire school year. The authors evaluated spelling progress using word triads, defined as a group of 3 words (with the same number of letters) that have a similar phonetic or morphological structure. Successful spelling of word triads as the unit of analysis has the potential to be more useful diagnostically to teachers than successful spelling of single words as the unit of analysis. An alternating series of three 15-word spelling tests were administered weekly to 10 third- and fourth-grade classrooms in the same school district throughout the school year for 8 rounds (1 round = 3 weeks of different but phonetically and/or morphologically similar word lists). Results indicate steady progress throughout the school year in the correct spelling of word triads (despite teacher reporting of no explicit spelling instruction in classrooms using in the words employed in the study). Correlations between the number of correctly spelled word triads with standard scores from a group-administered communication arts test were significant and comparable to alternate spelling test scoring methods. The authors conclude with limitations of the study and implications for practitioners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01