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A comparison of the effects of direct instruction and remedial English classes on the spelling skills of secondary students created by Maree Stephens and Alan Hudson

By: Contributor(s): Material type: TextTextSeries: An international journal of experimental educational psychology ; Volume 4 , number 4,Oxfordshire: Taylor & Francis, 2006Content type:
  • text
Media type:
  • unmediated
Carrier type:
  • volume
ISSN:
  • 0144-3410
Subject(s): LOC classification:
  • LB1051 EDU
Online resources: Abstract: A 2x2 factorial design using 72 Australian Year 7 students (aged 11.50 years to 12.75 years) was employed to determine the relative effects of exposure to Morphographic Spelling and attendance at remedial English classes on children's spelling scores as measured by three independent variables (Schonell Graded Word Spelling Test, Peters’ Dictation Test and Primary Revision Spelling Test). Analysis of covariance procedures were used and the results indicate a strong effect for exposure to the Morphographic Spelling Programme, but with a non‐significant effect for the attendance at remedial English classes.
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Holdings
Item type Current library Call number Vol info Status Notes Date due Barcode
Journal Article Journal Article Main Library - Special Collections LB1051 EDU (Browse shelf(Opens below)) Vol. 4, no.4 (pages261-267) Not for loan For in house use only

A 2x2 factorial design using 72 Australian Year 7 students (aged 11.50 years to 12.75 years) was employed to determine the relative effects of exposure to Morphographic Spelling and attendance at remedial English classes on children's spelling scores as measured by three independent variables (Schonell Graded Word Spelling Test, Peters’ Dictation Test and Primary Revision Spelling Test). Analysis of covariance procedures were used and the results indicate a strong effect for exposure to the Morphographic Spelling Programme, but with a non‐significant effect for the attendance at remedial English classes.

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