Devote part of the spelling assignment to preventing fixed word order and focalizing attention on each word individually¶

Strategy · All strategies
Evidence · 3 claims (3 for) · 1 study (1 causal), q1 · 0 of 1 report an effect size · 3 claims rest on one study

Description¶

The author recommends that the assignment and study period prevent formation of fixed spatial and temporal arrangements of lesson words. The teacher should focalize the pupil's attention on each separate word "but in no particular space order", insist that no particular order be followed in learning, and secure repetitive focalization by having several pupils successively pronounce and phonetically spell the words in irregular order. The author suggests roughly one-half of second-grade spelling time be devoted to the assignment.

Design Implications¶

Context¶

Requirements¶

• Close supervision during the study period to maintain the conditions
• Attentive focalization on the structural elements of each word prior to the study period

Constraints¶

• A single focalization by no means establishes the phonetic associates of a given word; repetition is needed

Target Learners¶

• primary-grade pupils, e.g., second grade

Target Learning Goals¶

• economic, rapid, and permanent spelling accuracy through clear phonetic connections

Claims¶

• Delayed-recall errors greatly exceeded immediate-recall errors, more so under the orderly procedure (4.33 times) than the random procedure (2.6 times) [+W]
• In immediate recall, an orderly (fixed spatial-temporal) procedure for spelling word groups produced fewer errors than a random procedure, by 9.4% [+W]
• In delayed recall, the random procedure reversed the pattern, exceeding the orderly procedure by 16.4% fewer errors [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• Arps, G. P. (1917). Attitude as a determinant in spelling efficiency in immediate and delayed recall. The Journal of Educational Psychology. https://eric.ed.gov/?q=Arps+attitude+spelling+efficiency