Using Self-Correction to Improve the Spelling Performance of Low-Achieving Third Graders

Abstract

THIS STUDY COMPARED THE EFFECTIVENESS OF TWO SPELLING STRATEGIES (TRADITIONAL VERSUS SELF-CORRECTION) ON THE SPELLING PERFORMANCE OF SIX LOW-ACHIEVING THIRD-GRADE STUDENTS. THIS STUDY EXTENDS THE FINDINGS BY McNEISH, HERON, AND OKYERE (1992), IN WHICH SELF-CORRECTION WAS FOUND TO BE EFFECTIVE IN IMPROVING THE SPELLING PERFORMANCE OF STUDENTS WITH LEARNING DISABILITIES. IN THE CURRENT STUDY, THE TRADITIONAL SPELLING INSTRUCTIONAL STRATEGY CONSISTED OF THE STUDENTS BEING ENGAGED IN SEVERAL DIFFERENT INSTRUCTIONAL TACTICS MONDAYS THROUGH THURSDAYS. THE SELF-CORRECTION METHOD PROVIDED EACH STUDENT AN OPPORTUNITY TO SPELL EACH WORD CORRECTLY ON HIS OR HER SPELLING LIST AND THEN COMPARE HIS OR HER EFFORT TO AN ANSWER KEY. IN THE SELF-CORRECTION CONDITION, EACH OF THE 6 SUBJECTS IMPROVED HIS OR HER MEAN SCORE ON THE WEEKLY SPELLING TESTS OVER HIS OR HER MEAN PERFORMANCE IN THE TRADITIONAL CONDITION. FURTHER, THE SELF-CORRECTION STRATEGY PROVED MORE EFFECTIVE IN HELPING STUDENTS TO MAINTAIN THEIR ABILITY TO CORRECTLY SPELL PREVIOUSLY LEARNED WORDS.

The Role of Instruction for Spelling Performance and Spelling Consciousness

“…Moreover, previous research confirmed the effects of strategy instruction that includes syllable segmentation (Butyniec-Thomas & Woloshyn, 1997;Kernaghan & Woloshyn, 1995;Paffen & Bosman, 2005) and the application of spelling rules (Butyniec-Thomas & Woloshyn, 1997;Darch et al, 2006;Hilte & Reitsma, 2011;Kemper et al, 2012;Paffen & Bosman, 2005). The positive effects of self-monitoring were also in line with previous research (Grskovic & Belfoire, 1996;McGuffin et al, 1997;McNeish et al, 1992;Morton et al, 1998;Willemen et al, 2000Willemen et al, , 2002Wirtz, Gardner, Weber, & Bullara, 1996). In the strategic-monitoring condition, these aspects were combined with metacognitive questioning of which the positive effect on spelling performance was already demonstrated by Jacobs (2004).…”

Selecting Instructional Interventions for Students with Mild Disabilities in Inclusive Classrooms

“…The process of self-monitoring academic performance in the Wirtz et al (1996) study provides a parallel to selfmonitoring of behavior, described earlier. Recognition of a disparity between the desired and the existing behavior is the cornerstone of any program of self-directed student behavior.…”

“…The Wirtz et al ( 1996) study cited here is worth examining as an introduction to how student-directed skills might be developed. They implemented a student-directed intervention to improve spelling within the context of a general education class.…”

“…For example, Wirtz et al (1996) determined that six students with low achievement in spelling improved their spelling grades and maintained the ability to spell the words when using a self-correction procedure on the general education class spelling curriculum within their third grade class.…”

“…Peer tutoring, technology-mediated instruction, and self-regulation strategies offer useful procedures for application (e.g. , Delquadri, Greenwood, Whorton, Carta, & Hall, 1986;Fuchs, Fuchs, Mathes, & Simmons, 1997;Graham et al, 1993;Greenwood, Delquadri, & Hall, 1989;Mathes, Grek, Howard, Babyak, & Allen, 1999;Stevens, Blackhurst, & Schuster, 1991;Wirtz, Gardner, Weber, & Bullara, 1996) Educators should be guided in their selection of these tools by their knowledge of the instructional principles that have been proven effective for students with disabilities. For example, the integrated review of critical factors for teaching students with mild disabilities by Christenson, Y sseldyke, and Thurlow (1989) provides an excellent foundation for examining and selecting instructional procedures for promoting 3 learning that can be applied regardless of the setting in which a student is served.…”