Date Approved

6-25-2003

Embargo Period

5-11-2016

Document Type

Thesis

Degree Name

M.S. in Teaching: Elementary Education

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Robinson, Randall

Subject(s)

English language--Orthography and spelling; Third grade (Education)

Disciplines

Elementary Education and Teaching

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.

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