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A comparison of Spelling Mastery and a whole-word spelling approach across elementary grades in a Title 1 school

Burnette, A.; Bettis, D.; Marchand-Martella, N.; Martella, R.; Tso, M.; Ebey, T.; McGlocklin, L.; Hornor, S.; Cooke, B.
This study compared the effects on spelling achievement of the Direct Instruction spelling program, Spelling Mastery, with a whole word spelling approach. Pretest and posttest data on spelling achievement of students enrolled in a Title 1 school in grades 1-6 were collected using the Test of Written Spelling-Third Edition (TWS-3). Results indicate that students who received Spelling Mastery demonstrated considerable improvements in spelling achievement, especially among first and second graders. However, only small differences were found between scores of students who received Spelling Mastery and the scores of students who received whole word instruction. Implications and directions for future research with Spelling Mastery are discussed. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
Spelling Mastery, spelling, Spllng Mstry
Effective School Practices
Design type:
Matched Comparison (Demographics)
Fidelity monitored:
Students included:
First Grade Students, Second Grade Students, Third Grade Students, Fourth Grade Students, Fifth Grade Students, Sixth Grade Students, Elementary Students, General Education Students, At-risk Students
Other tags:
Spelling Mastery, spelling, Test of Written Spelling-Third Edition (TWS-3)
West: Pacific, Elementary School
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