Abstract
The purpose of this study was to investigate the effect of Word Study approach on the development of spelling performance of Grade Five female students in the Sultanate of Oman. The sample of the study consisted of 66 grade five female students from a Governmental Basic Education school in South Al Batinah Governorate. They were divided into two groups: an experimental group who studied spelling using Word Study approach and a control group who studied spelling using the traditional basal approach. The results showed a statistically significant difference between the two groups in favor of the experimental group. The study puts forward some recommendations for future research and for teaching.
Highlights
Spelling is crucial to students’ success in reading and writing; this is because word recognition and spelling both rely on similar funds of knowledge
The purpose of this study was to investigate the effect of Word Study approach on the development of spelling performance of Grade Five female students in the Sultanate of Oman
The present study investigates the effect of using a particular teaching approach, that is the word study approach, in increasing Omani grade five students’ spelling performance
Summary
Spelling is crucial to students’ success in reading and writing; this is because word recognition and spelling both rely on similar funds of knowledge. There are many solid research studies that agree that spelling is foundational for reading (Moats, 1984; Reed, 2012) as well as for writing (Kandel & Perrett, 2015; McCutcheon & Stull, 2015). Poor spellers are very limited in their ability to communicate, since spelling plays a critical role in reading and writing fluency, as well as in developing capacity within students to become articulate speakers (Gentry, 2001). There has been much debate about whether spelling is taught or caught incidentally by children (Peters, 1985) but recent research studies call for explicit spelling instruction (Atkinson, Zhang, Phillips, & Zeller, 2014). Learners benefit from spelling instruction that is purposeful and follows a gradual model that considers both their developmental stages and different learning styles. There is a need for a teaching approach that takes into consideration the developmental stages of children
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