Using Active Learning Games to Enhance Spelling Ability

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 The experimental group was withdrawn for three twenty minutes sessions per week in which they played a number of active spelling games.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.