The effects of computerized spelling instruction on the elementary classroom

Abstract

This study investigated the impact computerized spelling has on the elementary classroom in three specific areas: instruction time, student and teacher satisfaction, and student growth in spelling. The expectation was that instruction time would be saved, students and teachers would have a positive attitude toward this mode of instruction, and that student growth would be commensurate with that of students using other approaches.

The study was conducted in a small elementary district in a suburb of Chicago in the fall of 1990. A multiple case design was used and each of the classes in grades two through four involved in the study was also compared with another class at the same grade level in the district which did not use a computer for spelling instruction.

At the end of the 12 week study, five of the six teachers participating in the study requested to continue using the computer. Students were motivated to study spelling and they did not want to use a workbook for spelling. Their gains in spelling growth outdistanced those of students in classes which did not use the computer for spelling. Teachers found that they saved an average of 35 minutes each week that could be devoted to other areas.