Abstract
AbstractThe effects of a morphemically based spelling program, Corrective Spelling Through Morphographs, were ascertained for students of low, average and high spelling achievement levels. Seventh grade students who completed 140 lessons over an 8-month period acquired skills the program purported to teach and displayed significant gains in general spelling achievement. Average- and low-achieving students’ proportionate gains were greater than high achieving students’ gains. Though the experimental groups’ spelling performance on a secondary measure of spelling achievement was not significantly different from the performance of a control group, the experimental group in comparison to the control group, did significantly improve its spelling performance on the primary measure of general spelling achievement.
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