Abstract
AbstractThis study investigated a variation of the spelling pretest in which immediate feedback for each word was compared to the usual delayed feedback after dictation of the entire spelling list. Involving approximately 200 students per grade from grades two through six in five schools, the study included comparisons over five weekly tests as well as a final review test based on the weekly tests. While results favored the experimental groups, most differences were not significant. A likely reason for the lack of greater differences is discussed.
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