Use of Sounding Out to Improve Spelling in Young Children
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| Title: | Use of Sounding Out to Improve Spelling in Young Children |
|---|---|
| Language: | English |
| Authors: | Mann, Tracie B., Bushell, Don, Morris, Edward K. |
| Source: | Journal of Applied Behavior Analysis. Spr 2010 43(1):89-93. |
| Availability: | Society for the Experimental Analysis of Behavior. Available from: Department of Applied Behavioral Science. Kansas University, 1000 Sunnyside Avenue, Lawrence, KS 66045-2133. Tel: 785-841-4425; Fax: 785-841-4425; e-mail: behavior@mail.ku.edu; Web site: http://seab.envmed.rochester.edu/jaba/index.html |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 5 |
| Publication Date: | 2010 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Elementary Education |
| Descriptors: | Spelling, Spelling Instruction, Teaching Methods, Young Children, Elementary School Students, Pretests Posttests, Comparative Analysis, Drills (Practice), Phonetics |
| ISSN: | 0021-8855 |
| Abstract: | We examined the effects of teaching 5 typically developing elementary students to sound out their spelling words while writing them using the cover-copy-compare (CCC) method to practice spelling. Each student's posttest performance following practice with sounding out was compared to that student's posttest performance following practice with no sounding out. For every student, posttest accuracy was higher following practice with sounding out, indicating that it is an effective and easily implemented strategy to improve spelling instruction. (Contains 1 figure.) |
| Abstractor: | As Provided |
| Number of References: | 9 |
| Entry Date: | 2010 |
| Access URL: | https://www.jeabjaba.org/jaba/toc/2010/jabaSpring10.php |
| Accession Number: | EJ877521 |
| Database: | ERIC |
| Abstract: | We examined the effects of teaching 5 typically developing elementary students to sound out their spelling words while writing them using the cover-copy-compare (CCC) method to practice spelling. Each student's posttest performance following practice with sounding out was compared to that student's posttest performance following practice with no sounding out. For every student, posttest accuracy was higher following practice with sounding out, indicating that it is an effective and easily implemented strategy to improve spelling instruction. (Contains 1 figure.) |
|---|---|
| ISSN: | 0021-8855 |
