An Analysis of Spelling Curricula and Teachers' Skills in Identifying Error Types

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Abstract
In conjunction with a curriculum-based measurement (CBM) computer program, software was designed to identify 27 phonetic patterns within correctly spelled words and 27 spelling error types within misspelled words. Two applications of this software were examined. First, an analysis revealed similarity among four commonly used spelling curricula with regard to frequency of occurrence of phonetic patterns. Second, 27 teachers were assigned randomly to three 15-week treatment groups: one that used CBM with software providing a skills analysis of error types. one that used CBM with software that allowed visual inspection of errors, and a control group that did not use CBM. Teachers' responses to a post-treatment measure were examined. Analysis of variance indicated that ongoing feedback regarding types of student errors enhanced teachers' correct identification of phonetic spelling errors, a skill considered necessary in designing effective spelling instructional programs. Implications for teacher training and spelling instruction are discussed.