Constructed-response spelling and literacy development: An application in an urban classroom

摘要

The purpose of this Study was to examine the effectiveness of constructed-response spelling procedures with disadvantaged children attending a public inner-city elementary school. Ten students of primarily Cape Verdean descent participated in the study as part of a classroom-wide implementation of constructed-response procedures. A multiple-treatment design was used to assess the effectiveness of the constructed-response strategy versus traditional spelling instruction. The dependent variable was the percent of words spelled correctly on weekly spelling tests. Results indicated that mean spelling scores were higher during both constructed-response conditions than during traditional instruction for 9 of the 10 students. The relationship between spelling proficiency and literacy development is discussed. Copyright (c) 2006 John Wiley & Sons, Ltd.