Investigating spelling through generative instruction [electronic resource] /
Investigating Spelling through Generative Instruction
The present study examined the components of generative instruction through the
teaching of spelling rules. In Experiment 1, the effects of direct versus passive instruction
and rate building versus equal-time practice were examined. Forty undergraduate students
with below average spelling skills participated. Although there were better performances
under passive instruction on some aspects of the posttests, and improved performance with
rate-building practice on others, these results were not systematic and were contradicted by
other results. The effects of rate building versus an equal amount of practice on the training
and posttest application of spelling rules were examined in Experiment 2. Four
undergraduate students with relatively high transcription rates participated in this experiment.
Three of the four subjects had higher rates of correct letter sequences on an endurance test.
These differences were correlated with differences in transcription rates from the beginning
of the experiment, therefore, the differences in test performance are not conclusive.
School:West Virginia University
School Location:USA - West Virginia
Source Type:Master's Thesis
Keywords:english language spelling ability
Date of Publication: