When Spelling has been Mastered in the Elementary School

Abstract

In the teaching of spelling, efficient learning is based upon (1) the acquisition of a method of mastering words; (2) the development of an ability to be aware of spelling errors and correct forms; and (3) the develop ment of a pride in spelling words correctly. The present investigation deals with elementary school pupils who had seemingly developed considerably in these three respects. This study is one aspect of an experiment conducted in the University Elementary School to investigate the effects of maintained homogeniety by frequent grouping and regrouping of pupils, standardized spelling tests being applied at short intervals.1 The results reported in the present study were made possible by the inclusion in the program of homogeneous grouping, provisions for two special types of pupils; (1) the exceptionally strong pupil with high spelling achievement, and (2) the very weak pupil with low spelling achievement. The children with very high achievement scores were excused from spelling instruction following each application of a spelling test.2 When all other pupils were studying spelling, the exempted children were helped in other subjects or activities in which they were known to need assistance. During the year and a half of experimentation, 35 pupils were excused from instruction in spelling. Of this number, 11 were returned to spelling groups because standard test scores did not remain above grade or age levels sufficiently to warrant continued omission from spelling instruction. Health factors and prolonged absences were typical causes influencing these cases.