Publication Date


Document Type


First Advisor

Nesbissiu, Marcella H.

Degree Name

M.S. (Master of Science)

Legacy Department

School of Education


English language--Orthography and spelling; English language--Study and teaching


This study describes and compares the results of two methods of learning new spelling words at the third grade level. Two teachers, two classrooms, and sixty-one students were involved in comparing the visual-kinesthetics and visual-oral method# of studying spoiling. The parti­cipants lived on the outskirts of a western Chicago suburb. The six weeks project began with two short motivating discussions concerning spelling; a fifty word pre-test was then administered. The project terminated with the same fifty words given a© a post-test. Each week ten of these fifty words were presented in list to form to the students. Both classes followed the exercises found in Basic Goals in Spelling Book 3 (2nd ed.), published by McGraw-Hill Book Company, 1964. The experiment involved a planned variation in procedure between the two classes requiring students of each class to apply a different study method to the words which they misspelled on the weekly pre-tests. The sixth week of the study was used for a unit review. When the mean number of words correct on the pre-test and post-test were compared, the result. showed that the class using the visual-oral method of study learned on the average, 3.5 words more par student than the class which participated in the visual-kinesthetic method of study. there is also a review of current literature presented in this paper which explores three issues: (1) what Bakes a poor speller, (2) commonly used procedures for teaching spelling, and (3) effective methods for studying spelling.


Includes bibliographical references (pages [42]-44)


vi, 44 pages




Northern Illinois University

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