Abstract:
A survey test of basic core words was used to
identify forty-eight pupils (standard three and four)
who needed remedial help in spelling. Using a "matched-pairs"
approach these students were randomly assigned
to a control or experimental condition. A t test was
used to verify that prior to treatment the control and
experimental groups were not significantly different in
spelling ability.
Throughout the treatment period the controls remained in
their regular classrooms and continued to participate in
weekly spelling assignments. The experimental group was
withdrawn for three twenty minutes sessions per week in
which they played a number of active spelling games.
(Cratty, 1971) After ten weeks both groups were tested a
second time on the initial survey test. The results were
analyzed using a two way analysis of variance for repeated
measures which showed that relative to the controls, the
experimental group achieved a significant and substantial
improvement in spelling.
