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

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 lear...

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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
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Institution: De La Salle University
Language: English
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spelling oai:animorepository.dlsu.edu.ph:etd_masteral-104172023-10-07T09:02:07Z The effect of repeated readings on the development of spelling skills of second graders Arevalo, Tracy Louanne Marie T. 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. 2006-11-01T08:00:00Z text https://animorepository.dlsu.edu.ph/etd_masteral/3579 Master's Theses English Animo Repository
institution De La Salle University
building De La Salle University Library
continent Asia
country Philippines
Philippines
content_provider De La Salle University Library
collection DLSU Institutional Repository
language English
description 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.
format text
author Arevalo, Tracy Louanne Marie T.
spellingShingle Arevalo, Tracy Louanne Marie T.
The effect of repeated readings on the development of spelling skills of second graders
author_facet Arevalo, Tracy Louanne Marie T.
author_sort Arevalo, Tracy Louanne Marie T.
title The effect of repeated readings on the development of spelling skills of second graders
title_short The effect of repeated readings on the development of spelling skills of second graders
title_full The effect of repeated readings on the development of spelling skills of second graders
title_fullStr The effect of repeated readings on the development of spelling skills of second graders
title_full_unstemmed The effect of repeated readings on the development of spelling skills of second graders
title_sort effect of repeated readings on the development of spelling skills of second graders
publisher Animo Repository
publishDate 2006
url https://animorepository.dlsu.edu.ph/etd_masteral/3579
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