Spelling Lessons and Ability to Spell

Arnold, Dwight L.

doi:10.1086/457984

Cited by 5 publications

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“…Arnold (6) found study of set words for each grade uneconomical. Comparison of progress in the spelling of words taught and not taught at each grade level indicated that concerted attack upon a set list of words in each grade merely disturbed temporarily the pattern of the growth curve.…”

Section: Methods Of Teaching Spellingmentioning

confidence: 99%

Composition, Public Speaking, Vocabulary, Grammar, Spelling, and Handwriting

Smith¹

1943

Review of Educational Research

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Section: Methods Of Teaching Spellingmentioning

confidence: 99%

Composition, Public Speaking, Vocabulary, Grammar, Spelling, and Handwriting

Smith¹

1943

Review of Educational Research

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“…If achievement in school has its limits primarily in the intensity of the instructional process, there should be some relationship between the amount of time spent on different subjects in various schools and the average achievement of the children. Although the amount of time has been shown to vary widely among schools and teachers, no predictable relationship to achievement is possible (3,24,25). Similarly, it cannot be demonstrated unequivocally that the addition of home study will increase the achievement of children in the elementary period (15,18).…”

Section: School Achievement and Deprivationmentioning

confidence: 99%

Growth in school achievement.

Olson¹

Child Development.

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It will have become apparent in preceding chapters that growth must be nourished'but that the individual organism has much resistance to changes that affect his design for growing. Wide individual differences are the rule in the measures of physical and mental factors. It is clear that deprivation has serious consequences. Does the growth point of view as applied to achievement in school subjects differ materially from its application to physique and intellect? CONCEPTS OF GROWTH APPLIED TOACHIEVEMENT IN SCHOOL growth and motivation. The willingness to wait for a process of maturation in education as contrasted with a heavy emphasis on external stimulation is dependent on the confidence of the worker in the inner growth processes. There is much evidence to support the view that the development of the nervous system and the acquisition of behavior involves an expansion and development of a pattern which is integrated from the beginning and within which partial patterns of detailed skills may occur. There is evidence for internal or endogenous drives during the early periods of growth. Coghill ( 12) believes that as long as the brain and nervous system are growing as a result of the maturation of neurons, there tends to be an internal motivation of behavior. The child strives for the perfection of patterns without being tutored. The existence of a structure in a child implies a drive toward its functioning. The child tries to exploit his environment in a wide variety of ways. By setting the stage, parents and teachers channel the activities.Here enters the complex cultural conditioning of the internal tendencies.growth and values. The school tends to set up a series of values aimed at producing maturity in children. To the extent that a 118 * See recent books and revisions by Betts, the Bonds,

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Letters to Daniel De Leon: The intra‐party constituency for his policy of strict party discipline, 1896–1904

Stevenson¹

1977

Labor History

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Spelling Lessons and Ability to Spell

Cited by 5 publications

References 0 publications

Composition, Public Speaking, Vocabulary, Grammar, Spelling, and Handwriting

Composition, Public Speaking, Vocabulary, Grammar, Spelling, and Handwriting

Growth in school achievement.

Letters to Daniel De Leon: The intra‐party constituency for his policy of strict party discipline, 1896–1904

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