Literaturnachweis - Detailanzeige
| Autor/in | Broughton, Sara |
|---|---|
| Titel | Differentiated Spelling: Using Small Group Instruction |
| Quelle | In: Networks: An Online Journal for Teacher Research, 24 (2023) 1, Artikel 2 (22 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| Schlagwörter | Spelling; Small Group Instruction; Individualized Instruction; Program Effectiveness; Accuracy; Teacher Attitudes; Journal Writing; Grade 4; Self Contained Classrooms; Student Attitudes; Student Journals; Elementary School Teachers; Elementary School Students; Texas |
| Abstract | Spelling instruction is often overlooked by many teachers during reading and language arts. The purpose of this study was to implement a manageable differentiated word study instruction curriculum, drawn from the "Words Their Way (WTW)" curriculum, to determine how it affected students' spelling accuracy and how the participants perceived its effect on students' daily journal writing time in a fourth-grade self-contained classroom. Students were placed into small groups based on their spelling pre-test scores. Data was collected through field notes, student and teacher interviews, a pre- and post-test, and a survey. Qualitative data was analyzed using the constant comparative method, and quantitative data was analyzed using descriptive statistics. Four major themes emerged including benefits and challenges of the "WTW" curriculum, "WTW" curriculum's perceived impact on students' journal writing, and "WTW" curriculum helping improve students' spelling accuracy. The researcher also found that most of the participants showed growth on the post-assessment. (As Provided). |
| Anmerkungen | New Prairie Press, Kansas State University Libraries. 137 Hale Library, Manhattan, KS 66506. e-mail: nppress@ksu.edu; Web site: http://newprairiepress.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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