The effect of repeated readings on the development of spelling skills of second graders

• Main Author: Arevalo, Tracy Louanne Marie T.
• Format: text
• Language: English
• Published: Animo Repository 2006
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/3579
• Institution: De La Salle University

The Repeated Readings (RR) Method (Samuels, 1979) has been found to be an effective form of reading intervention in improving automaticity in word recognition. (Grabe, 1991; Taguchi, 1997; Taguichi & Gorsuch 2002; Taguichi, Takayasu-Maass, & Gorsuch 2004), which is an essential skill in learning spelling. Similarity, reading extensively has been found to facilitate the acquisition of spelling skills among children (Hughes & Searle, 2000; Krashen, 1993 as cited in Canado, 2005). The present study investigated if the RR methods is effective in teaching children to spell unfamiliar words, and what spelling strategies they used. Second grade students (n=42) were randomly assigned to three treatment groups (Group 1= Traditional Spelling Drill; Group 2= Repeated Readings Method with Context; Group 3= Repeated Readings Method without Context) after passing a spelling test, a reading test, and standardized achievement test. An ANOVA was used to compare the mean scores of the three groups in a spelling post-test. Results showed that there was a significant difference in the mean scores of the three treatment groups. The Traditional Spelling Drill group scored significantly higher than the Repeated Readings Method without Context group. Results also showed that all three groups used analogy in spelling the target words, and that the misspelled words were given phonologically accurate spellings.