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Grade 41
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Sangston, Amy C.1
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Word Study vs. Traditional Spelling: Are Students Instructed through Word Story More Likely To Have Higher Retention Rates When Retested Two and Four Weeks Later, and Will They Be More Successful at Spelling Unfamiliar Words?
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Sangston, Amy C. – 1993
A significant amount of research has revealed that many students memorize words for a test, then later forget the correct spellings. A study examined the effectiveness of two approaches to teaching spelling: the "traditional" method based on grade level speller and deductive thinking; and word study based on recent research on developmental…
Descriptors: Comparative Analysis, Grade 4, Instructional Effectiveness, Intermediate Grades