Historically, spelling instruction in many classrooms has consisted of the rote memorization of words and rules with little connection to the application of these items in reading and writing. The purpose of the study was to examine the effects of the Rook Fourth Grade Word Study Curriculum on students' improvement in word knowledge, usage, and the application of those skills to writing. Data collection included student pretest and posttest assessments of spelling and writing. In addition, teacher perceptions regarding the influence of an interactive word study curriculum on student achievement and instructional practices were investigated by means of open-ended questionnaires and surveys. The findings revealed a statistical significance in the improvement of both spelling and writing for the students in classrooms that implemented the Rook Fourth Grade Word Study Curriculum in comparison to students who were in classrooms that used a traditional basal approach to spelling instruction. An implication for schools is to implement an interactive approach to word study in order to assist students in gaining a deeper understanding of how words work and promote a greater ability on the part of students to assimilate word knowledge and usage into their writing.Fourth. Grade. Spelling. aLesson. 2. Within. Word. Patternalong. vowel. patterns. CVCe. and. CVVC. Concepts: (Help the students to make these discoveries as they work with the words this week.) Short a is usually spelled with the CVCanbsp;...
|Title||:||Effects of an Interactive Approach to Word Study Versus a Traditional Spelling Approach|
|Publisher||:||ProQuest - 2008|