An Empirical Comparison of the Words Spelled Correctly and Correct Letter Sequence Spelling Scoring Methods in Third- and Fourth-Grade Classrooms

Abstract

ABSTRACTSpelling words can be scored using a wide variety of scoring methods that vary in prerequisite phonological knowledge required by the scorer, as well as the complexity of scoring rules used in assigning scores. Two of the simpler spelling word scoring methods (i.e., Words Spelled Correctly and Correct Letter Sequence) typically used by most teachers, school psychologists, and educational diagnosticians were used to score weekly spelling word lists administered to 6 third-grade classrooms, two fourth-grade classrooms, and one combined third-/fourth-grade classrooms in two elementary schools throughout the academic year. Results indicated a high degree of association between scores produced by the scoring methods, as well as significant correlations with annual group achievement test results in the communication arts. Tests for the sensitivity of the Correct Letter Sequence scoring method in detecting improvement across consecutive incorrectly spelled words revealed no significant improvement trend over a 9-week scoring interval, but a significant improvement trend over a 21-week scoring interval. Results suggest that both methods adequately predict achievement in language arts skills; however, the more complex Correct Letter Sequence scoring method is most useful when words to be spelled are slightly more difficult than the speller's current level of competence, and progress can be tracked throughout the academic year.