Real World Spelling Tests Rebekah Willson Supervisor Connie

Real World Spelling Tests Rebekah Willson Supervisor: Connie K. Varnhagen Abstract There is much debate over how to teach spelling to children. Traditionally, spelling was taught through memorizing lists of words grouped according to language patterns. Whole Language maintains that children learn spelling through experience with language. Grade 3 students were randomly assigned to the Dictation Group (who practiced spelling by doing spelling tests) or the Story Group (who practiced spelling by using the spelling words to complete a story). After 3 practice sessions the participants were tested and then tested again 2 weeks later. Materials Spelling Words: rhinoceros, gazelle, giraffe, chimpanzee, hippopotamus, leopard, orangutan, hyena, tortoise, flamingo Dictation Sentences • Will children spell more accurately by practicing with one type of spelling task over another? • The Dictation Group had higher overall mean scores than the Story Group • The Dictation Group performed better on the dictation test than on the story test • The Story Group performed the same on both tests 2. Gazelle. The gazelle lives in dry country. Gazelle. 3. Giraffe. A giraffe can have up to five horns. Giraffe. 4. Chimpanzee. A chimpanzee lives in trees. Chimpanzee. Discussion 5. Hippopotamus. A hippopotamus lives in Africa. Hippopotamus. 7. Orangutan. An orangutan has red hair. Orangutan. • Will children spell more accurately on the task that they practiced? Story Starter 1. Rhinoceros. A rhinoceros is related to a horse. Rhinoceros. 6. Leopard. A leopard is very good at hiding. Leopard. • Research Questions: Results 8. Hyena. A hyena travels in a pack. Hyena. 9. Tortoise. A tortoise can lay between 4 and 12 eggs. Tortoise. 10. Flamingo. A flamingo lives in a flock of thousands. Flamingo. You are exploring a magical jungle that has animals from all over the world. Imagine what you will see and what you will do. • The Dictation Group had more practice with the words. • To control for time on task, each group was given 20 minutes. • The Story Group completed the story using the spelling words once. • The Dictation Group did the dictation test and then the participants peer-marked the tests. This gave this group more practice. The Dictation Group performed better than the story group on all tasks. After the delay, the Dictation Group spelled better on the spelling test than the story test. • It is difficult to determine if the higher mean scores of the Dictation Group is a result of method of practice or simply more practice. Methods • Participants were 40 students in Grade 3 • Participants were taught 10 spelling words (animal names and corresponding pictures) • Participants were randomized into 2 groups * Conclusions / Future Research • Children learn to spell better by practicing with dictated spelling tests. However, the Dictation Group had more exposures to the words. • Dictation Group – 3 practice sessions of writing spelling tests with the 10 spelling words; participants marked each other’s tests • Children who practice spelling with dictated spelling tests spell better on dictated spelling tests than in story writing. Children who practice spelling with story writing do equally well on both tests. • Story Group – 3 practice sessions of completing stories using the 10 spelling words; stories were marked by the researcher and returned • Future research needs to be conducted to determine: • Groups were counterbalanced • Whether children learn to spell better when they practice spelling by doing dictation tests, or if they spell better simply with more practice • First Testing Session – dictation test and story test at the end of the week • Why there is a discrepancy between spelling on dictation tests and spelling during story writing • Second Testing Session – dictation test and story test two weeks later • How to increase children’s spelling ability during story writing Acknowledgements • Connie Varnhagen • The Varnhagen Spelling Lab • Edmonton Public Schools • The Grade 3 classes at Edmonton Christian School • The University of Alberta