The Impact of Direct Spelling Instruction on Reading and Writing Skills in a Fourth Grade Classroom
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Type of Work37 p.
action research papers
ProgramMasters of Education
RightsCollection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email firstname.lastname@example.org.
SubjectsEducation -- Research papers (Graduate)
English language -- Orthography and spelling -- Research
Reading (Elementary) -- Research
Writing -- Research
The purpose of this study was to determine the impact of direct spelling instruction on the reading and writing skills of grade four students. The researcher wished to determine whether students who received an intensive, teacher-directed, structured spelling instruction program would be able to spell more accurately and perform better on reading and writing tasks than students who did not receive this instruction. Assessments included the Words Their Way Elementary Spelling Inventory (2008) and the Fountas and Pinnell Reading and Writing Benchmarks (2011). This study involved the use of a pretest/posttest design to compare pre and post-intervention data over a one-month period. Results indicated no significant difference in the spelling, reading and writing gains of the treatment and control groups. However, the treatment group did exhibit slightly larger gains than the control group in all three areas assessed. This study was an example of the benefits of teachers using informal and formal data to improve their instruction and the progress of their students. Research in the area of direct spelling instruction and its impact on reading and writing skills and the collection and use of data should continue in classrooms to determine the effects of improving spelling skills on students’ achievement in other subjects.