Effects of Error Correction on Third Graders' Spelling.

ORTHOGRAPHY & spelling; SPELLING ability; SCHOOL children; PRIMARY education

An error-correction procedure was implemented as part of regular classroom spelling instruction for third-grade students. The procedure included two major components: (a) error imitation and correction and (b) repeated practice to mastery. A multigroup pretest–posttest design was used to compare the effectiveness of the corrected-test procedure with two control conditions—standard practice and practice with a reduced number of words. Significantly higher weekly spelling test scores and teacher ratings document the effectiveness of the experimental intervention over both control conditions. The present study provides evidence for the generalizability of error correction and practice procedures to regular classroom instruction. [ABSTRACT FROM AUTHOR]

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