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EFFECTS OF INVENTED SPELLING AND DIRECT INSTRUCTION ON SPELLING PERFORMANCE OF SECOND‐GRADE BOYS
Author(s) -
Gettinger Maribeth
Publication year - 1993
Publication title -
journal of applied behavior analysis
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.1
H-Index - 76
eISSN - 1938-3703
pISSN - 0021-8855
DOI - 10.1901/jaba.1993.26-281
Subject(s) - spelling , psychology , preference , mathematics education , developmental psychology , linguistics , statistics , mathematics , philosophy
Four second‐grade boys, 2 rated by their classroom teacher as below average and 2 as above average in basic language skills, participated in a 16‐week spelling investigation. The participants alternately received, in counterbalanced order, 5 weeks of an invented spelling approach that incorporated 15‐min creative writing periods and 5 weeks of direct instruction that involved 15‐min periods of guided practice on spelling word lists. At the end of 10 weeks, each condition was replicated for 3 additional weeks. Although direct instruction resulted in more targeted words spelled correctly, invented spelling resulted in more nontargeted words spelled correctly, higher preference ratings by children, and higher teacher ratings of the quality of 3 of the children's writing samples.