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A morphemically based spelling program’s effect on spelling skills and spelling performance of seventh grade students

Robinson, J.; Hesse, K.
This study examined the effects of the Direct Instruction spelling program, Corrective Spelling Through Morphographs, with seventh grade students. Students in the experimental and control groups were divided into low, average, and high achievement groups based on their spelling performance on the Stanford Achievement Test. The Stanford Achievement test and an author-created test of spelling ability, derived from randomly selecting 100 words taught throughout the curriculum, were used to measure spelling outcomes. Results indicate that there were no significant differences between control and experimental group performance on the Stanford Achievement Test, but that the experimental group demonstrated significantly higher scores on the author-created test of spelling ability. Additionally, low- and average-achieving students made greater gains than high-achieving students, largely due to the fact that the high-achieving students had already mastered over two-thirds of the curriculum content upon beginning the program. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
Corrective Spelling Through Morphographs, spelling, Spllng Thrgh Mrphgrphs
Journal of Educational Research
Design type:
Non-matched Comparison
Fidelity monitored:
Students included:
Middle School Students, Seventh Grade Students, General Education Students
Other tags:
Corrective Spelling Through Morphographs, spelling, Stanford Achievement Test
West: Pacific, Elementary School
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