Date of Graduation

Spring 2010

Degree

Master of Science in Education in Literacy

Department

Reading, Foundations and Technology

Committee Chair

Beth Hurst

Keywords

spelling, spelling achievement, cued spelling, peer tutoring, paired learning, cooperative learning, self-efficacy, attitude, reading, writing

Subject Categories

Other Education

Abstract

The purpose of this study was to determine if there was a significant increase between seventh and eighth grade students' spelling achievement and attitudes toward spelling when cued spelling was utilized for spelling instruction versus the use of traditional spelling instruction. This mixed-methods study included two seventh grade classes and two eighth grade classes at the same school. All students within the study received the same two types of spelling instruction. Approximate instructional spelling levels were determined using graded spelling lists. Participants were instructed using a traditional spelling approach for the first six weeks and cued spelling approach for the final six weeks of the study. Spelling levels were assessed using graded spelling lists and attitudes toward spelling were measured using a teacher-created questionnaire at the completion of each six-week period. Paired samples t-Test results indicated there was no significant difference in spelling achievement between the cued spelling approach and traditional spelling instruction; therefore, the hypothesis was rejected. The results of the questionnaire, for both seventh and eighth grade students, revealed a significant increase in students' preference for studying spelling with a partner during cued spelling over studying spelling alone during traditional spelling instruction. Therefore, the hypothesis was accepted for this question. However, the hypothesis regarding students learning to spell new words, perceiving spelling is easy, or that having to spell new words helps their writing was rejected.

Copyright

© Brandon Salsman

Campus Only

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