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Title: Prompt spelling : an approach to the teaching and learning of spelling at secondary school level
Authors: Watkins, Gillian Anne.
Award date: 1997
Presented at: University of Leicester
Abstract: Much of the research into the spelling process focuses on developmental factors with reference to young learner writers (e.g. Gentry 1982, Frith 1985). Despite some studies into specific spelling difficulties of adults (e.g. Klein and Millar 1990) there is little research selectively focusing on persistent spelling difficulties at secondary school level.;The aim of the research was thus to develop and evaluate an approach to the teaching and learning of spelling which would meet the diversity of needs experienced by young adults at secondary school level. The approach would need to recognise the value of paired learning (Topping and Whiteley 1990) as an effective means of addressing individualised spelling needs and of promoting spelling acquisition.;The research was conducted in 5 secondary schools and involved a sample population of 33 teachers and 73 students. Additionally, as a result of two publications, a further selected sample of 25 teachers was drawn from the responses evoked. Research methods, within the framework of action research, involved the design and refining of the approach. This included observing and interviewing teachers and students and analysing the Researcher's recorded experiences as a participant observer.;The findings of the research revealed that the approach, designated 'Prompt Spelling', was an effective method which significantly raised the spelling achievement of students with spelling difficulties in terms of increased standardised spelling ages and improved recognition of the principles of English orthography.;Prompt Spelling was found to raise students' levels of metacognitive awareness whilst prompting systematic exploratory learning through discovering how to spell whilst providing a context within which teachers' appreciation of what students need to know about spelling was increased as they observed students' effective learning.
Type: Thesis
Level: Doctoral
Qualification: PhD
Rights: Copyright © the author. All rights reserved.
Appears in Collections:Theses, School of Education
Leicester Theses

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