The Effects of Error Correction on the Spelling Achievement of Fourth-Grade Students
Octavia Scott
July 2004
The purpose of this study was to determine the effect of error correction on the spelling
achievement of fourth-grade students at an urban elementary school. The procedure
included two major components: (a) error imitation and correction and (b) repeated
practice to mastery. During a four week intervention, students (n=24) used error
correction as well as the traditional curriculum in spelling. During the pre-intervention,
the same students used only the traditional spelling curriculum. The students were given
a pre test and post test weekly to monitor achievement. Analysis using a dependent t test
revealed a significant difference between the pre intervention and post intervention group
(t= 8.774, p<.000). The students using error correction in addition to the traditional
spelling curriculum achieved significantly higher weekly post test scores than the
students who received traditional spelling instruction and practice.