31st Annual Student Research Conference
Investigation of the Effects of Weekly Spelling Routines on Spelling Assessments in a Fourth-Grade Classroom
Amanda E. Dunn♦
Dr. Christopher Maglio, Faculty Mentor
This investigation examined how weekly spelling routines affected students’ end of week spelling assessment scores. Students were from a fourth-grade class in a rural, Midwestern public elementary school. The students participated in three different spelling routines for a 15 week period consisting of three, five-week trials. During each trial, students were introduced to the spelling concept on Monday and completed a packet of three activities outside of the school day. In the second trial, students also completed a pre-assessment of the spelling words on Monday. During the third trial, students did not complete a pre-assessment on Monday, but did complete two spelling activities in class during the week in addition to their out of class activity packet. The purpose of this study was to observe spelling assessment scores and evaluate the effectiveness of different spelling routines for use in the elementary classroom.
Keywords: spelling, pre- assessment, post-assessment
Topic(s):Education
Presentation Type: Oral Paper
Session: 309-2
Location: VH 1212
Time: 1:15