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Direct Instruction in spelling increases gain in spelling and reading skills

Lum, T.; Morton, L. L.
Abstract:
This study compared the effects of Spelling Mastery (SM) and Spelling in Language Arts (SLA) on the acquisition of spelling skills by second grade students. The Wide Range of Achievement Test, the Test of Written Spelling, and the Slosson Oral Reading Test (SORT) were administered for pre- and posttest measures. Results indicated that students in the SM group made significantly greater gains in spelling than students in the SLA group. Female students outperformed male students in their respective programs. Results from the SORT indicated that students in the SM group recorded greater scores in oral reading than students in the SLA group. Female SM students recorded greater gains than female students in the SLA group while male students in both programs recorded similar gains. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
1984
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Spelling Mastery, Spelling in Language Arts, Wide Range of Achievement Test, Test of Written Spelling, Slosson Oral Reading Test, oral reading
Source:
Special Education in Canada
Volume:
58
Number:
2
Pages:
41-45
Design type:
Pretest posttest control group design with matched comparisons
Fidelity monitored:
Yes
Students included:
Elementary students
Location/Setting:
Elementary School
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