The final-y rule showed a 3 per cent advantage in the university group but lost an equal amount with the academy students¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 1917 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Observance of the final-y rule was easiest of all for the college group but most difficult for the academy group, and the rule's value showed an advantage of 3 per cent in the university group while losing an equal amount with the academy students. → Cook 1917

Evidence¶

Cook 1917¶

Cook, W. A. (1917). Shall we teach spelling by rule? The Journal of Educational Psychology. https://scholar.google.com/scholar?q=%22Shall+we+teach+spelling+by+rule%22

q2 · i? · associational · r1

Rule-adherence comparison for the final-y word group across the two samples; the author reports "the two phenomena coming together seem to show that more than simply the use of the rule is involved", offering as the only explanation that the word group may have received much greater emphasis with one teacher than the other.

"the value of this rule showed an advantage of 3 per cent, in the university group, but it lost an equal amount with the academy students."

Discussion¶

Related Claims¶

• The final-e rule was too complex for most writers, gaining a slender advantage in the university group that it more than lost in the academy — related
• College students who recalled any spelling rule averaged 85 per cent on the whole test versus 81 per cent for those who recalled none — related
• No single rule was professed to be known by half the university students despite all having been taught the rules the previous winter — related
• The ie-ei rule's slight advantage is questionable because most citers relied on mnemonics covering only one or two of the eleven words — related
• Over 25 per cent of college students cannot spell common words, and 50 per cent fail on words such as accommodate and rhythm — related