Literaturnachweis - Detailanzeige
| Autor/inn/en | Degeneffe, Lena; Ward, Linda |
|---|---|
| Titel | A Constructivist Approach to Spelling Strategies. |
| Quelle | (1998), (57 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Hochschulschrift; Action Research; Constructivism (Learning); Grade 1; Grade 3; Instructional Effectiveness; Primary Education; Skill Development; Spelling; Spelling Instruction; Writing Improvement |
| Abstract | An action research project described a program for teaching spelling strategies to increase the application of spelling skills in students' writing. The first half of the targeted population consisted of gifted first grade students from numerous, stable, upper-middle-class communities in a large Midwestern city and the surrounding suburbs. The second half of the targeted population consisted of heterogeneous third grade students from a growing, middle-class community located in a southern suburb of the same city. The problems of inadequate application of spelling skills to student writing were documented through data which included teacher assessment of student writing, student spelling surveys, and parent surveys. Analysis of probable cause data revealed that parental attitudes, involvement and experience with spelling, and students' prior spelling and writing experience all influence students' spelling performance. In addition, the reliance in one mode of instruction for spelling in isolation caused poor performance of spelling in daily writing. A review of solution strategies suggested by knowledgeable others, combined with an analysis of the problem settings, resulted in the selection of an intervention consisting of direct teaching of spelling strategies. Post intervention data indicated that students in both sites increased the number of correctly spelled words within their writing by a substantial percentage. Teachers/researchers at both sites plan to continue implementation of the strategies in future classes with minor changes in integration and time allocated for lessons. (Contains 37 references and four figures of data. Appendixes contain letters to parents, survey instruments, pre- and post-intervention instruments, five spelling strategy activities, and survey results.) (RS) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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