Jail Participants Actively Study Words

Autor/inn/en	Shaw, Donita Massengill; Berg, Margaret A.
Titel	Jail Participants Actively Study Words
Quelle	In: Journal of Correctional Education, 60 (2009) 2, S.100-119 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0740-2708
Schlagwörter	Spelling; Intervention; Self Efficacy; Adult Basic Education; Adult Learning; Adult Students; Spelling Instruction; Institutionalized Persons; Adult Literacy; Word Study Skills; Experiential Learning; Program Effectiveness; Developmental Stages; Questionnaires; Teaching Methods; Student Attitudes; Reading Skills; Correctional Institutions + Suchen Sie Ihr Suchwort? Schreibweise; Self-efficacy; Selbstwirksamkeit; Adult; Adults; Education; Adult education; Erwachsenenbildung; Adulte education; Adult training; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Orthographieunterricht; Rechtschreibunterricht; Wortschatzanalyse; Experiental learning; Erfahrungsorientiertes Lernen; Fragebogen; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Reading skill; Lesefertigkeit; Jugendstrafvollzug
Abstract	The purpose of this research was to evaluate the impact of a word study literacy approach on the spelling ability and self-efficacy of adults in a county jail. Forty-four inmates participated in the word study intervention that provided them with hands-on learning. The word study intervention was conducted in four separate sessions (September, November, January, March) during 2-week periods. It was delivered to small groups of 3-6 inmates. Each group received the same method of intervention that only differed according to their developmental spelling stage. Inmates were administered the Developmental Spelling Assessment to determine what lessons should be instructed and a post-test was given to measure retention of learning. Pre-post self-efficacy scales and questionnaires also were administered. Data were analyzed both quantitatively and qualitatively. Results consolidated across the four interventions showed that inmates improved their spelling knowledge as a result of the word study approach. Their perceptions of the approach were positive and their sense of self-efficacy for spelling and reading improved. Reading and spelling correlated as expected, similar to previous research on children and general public adult learners. We conclude that jail participants valued the word study approach as a possible means for improving their knowledge and application. (Contains 4 tables.) (As Provided).
Anmerkungen	Correctional Education Association. 8182 Lark Brown Road Suite 202, Elkridge, MD 21075. Tel: 800-783-1232; Fax: 443-459-3088; e-mail: ceaoffice@aol.com; Web site: http://www.ceanational.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10