The Effect of Supplementing Whole Group Spelling Instruction with Small Group Instruction on the Spelling Achievement of First Grade Students

Abstract

The purpose of this study was to determine the impact of supplemental small group spelling instruction on the spelling skills of first grade students. The researcher wished to examine the effects of providing a more direct method of instruction on the ability to spell novel words in isolation. Students initially were assessed on their differentiated spelling levels using the Words Their Way Spelling Program. Based on these assessment results, students were placed in homogenous groups, half of which received the supplemental intervention and half of which received only whole group spelling instruction. Pre and post-intervention data were compared for three units over a six-week period. Results indicated that there was not a significant difference in the spelling gains of the treatment and control groups. However, the treatment group did exhibit slightly larger gains than the control group in all three units assessed. The findings suggested that small group spelling instruction should continue as it has a positive impact on students’ spelling abilities, and provides teachers with data to help make instructional decisions. Identifying ways to implement the instructional groups most efficiently and to have the most benefit warrants further study.