Improving Spelling
through
Using Rhythm and Melody to
Teach Spelling Rules
Action Research Project
In Partial Fulfillment of a
Masters Degree in Education
Technology and Curriculum
University of Phoenix Online
Kathryn S. Morrison, Researcher
Table of Contents
1. Statement of Problem
2. Description of Community
3. Discussion of Literature
4. Method of Intervention
5. Results
6. Resources and References
Statement
of
Problem
Statement of Problem
Second grade students in a
predominantly AfricanAmerican semi-urban public
school setting are failing to
perform at or near national
norms in spelling…
Statement of Problem
…particularly in attempts to
memorize and use generalized
rules when adding suffixes to
root words.
Description
of
Community
Description of Community
Public school system in urban
Southeastern US
District comprised of
31 Elementary Schools
5 Middle Schools
5 High Schools
Description of Community
In a community of 250,000,
only 10% are enrolled in public
schools.
***
Description of Community
The school for this study has a
student population of
approximately 400 students,
grades Pre-K through 6.
Description of Community
98%
AfricanAmerican
School Demographics
1.5%
Caucasian
0.5%
Other
African-American
Caucasian
Other
Description of Community
95% of the student
population qualifies for free or
reduced price lunches
25% qualify for special
education
12% retention in grade level
Description of Community
Language Arts
Nationally Norm-Referenced
Test Scores
2001-2002
Language Arts 2001-2002
70%
57%
60%
50%
43%
40%
30%
20%
10%
0%
0%
Did Not Meet
Met
Exceeded
Description of Community
High degree of reciprocal
community involvement through:
partnership with area
businesses/churches
PTA and parental education
programs
After school programs
Discussion
of Literature
Discussion of Literature
Students who have been unable
to intuitively grasp rules of
English structure benefit from
introduction to and more
structured work with
generalizations (Abbott, M. 2000)
Discussion of Literature
Rather than teaching to the
generic mean, students would
benefit from teachers who can
match their teaching to the
unique qualities of their
students (Jennings, 1997)
Discussion of Literature
By fourth grade less than half
of African-American students
are performing at grade level
(Howard, 2001)
Discussion of Literature
“If learning structures and
stimuli are grounded in a
cultural context familiar to
students, the potential for
cognitive expansion is
increased” (Howard, 2001)
Discussion of Literature
Foster and Peale (1999) suggest
the three R’s of
rhythm,
recitation, and
repetition
in order to reach and teach
African-American students.
Method of
Intervention
Method of Intervention
Spelling rules were divided into
three general categories:
Root words with 1 syllable, 1
vowel, and single ending consonant
Root words ending in silent e
Root words ending in
consonant then y
Method of Intervention
1. A pre-test was administered
2. One rule was taught through
song
3. Students practiced application of
the rule in rhythmic call and
response for three weeks
4. A quiz was administered
Method of Intervention
5. The process was repeated with
each of the other two rules
(song, practice, and quiz)
6. All three rules were reviewed for
one week
7. A post-test was administered to
the study group
Method of Intervention
Example – Silent E Rule Song
When do we drop silent ‘e’
We want to add a suffix;
Can you tell me, what’s the rule?
This is what we learned in school:
Method of Intervention
If you see – ‘e-r’,
–- ‘e-s-t’,
–- ‘e-d’,
–- ‘i-n-g’
But leave ‘e’ to add – ‘l-y’
It’s so easy when you try.
Method of Intervention
Rhythmic Practice - Silent E Rule
Word: Bike + ing
With a ‘b’ and an ‘i’
and a ‘k’ and an ‘e’;
– drop the ‘e’
Add an ‘i’ and an ‘n’ and a ‘g’
Biking!”
Results
Results
Expected outcome:
Bring class mean spelling test
score up to 70%,
plus or minus 5.
(net improvement
between 9% and 19%)
Results
Actual outcome:
Pre test mean score
56%
Post test mean score
66%
Actual net improvement +10%
Pre and Post Test Scores
100%
90%
Score
80%
70%
60%
50%
40%
30%
Pre-Test
Post-Test
20%
0
1
2
Num ber of Students
3
4
Results
Although the net gain in test
scores did not bring the class
average up to 70%, the
intervention did result in an
overall improvement of 10%.
Results
This improvement was within
the margin of error established
prior to intervention
(14%, plus or minus 5).
Results - Conclusion
The addition of elements of
music (song, rhythmic speech,
call and response) was
effective in improving spelling
of African-American second
grade students when adding
suffixes to root words.
Resources
and
References
Resources and References
Special thanks go to Patsy
Stevens, composer of the three
songs used in this project.
Interested parties can find a wealth
of information on her web site at
http://www.gardenofpraise.com
Abbott, M. (2000). Identifying reliable
generalizations for spelling words: The
importance of multilevel analysis.
References
[Electronic version] The Elementary
School Journal, 101(2), 233-245.
Foster, M. & Peele, T. (1999). Teaching
and learning in the contexts of African
American English and culture. [Electronic
version] Education and Urban Society,
31(2) 177-189
Howard, T. C., (2001). African-American
students: A case of four teachers.
[Electronic version] Urban Education,
36(2), 179-202.
Jennings, M., (1997). Individualize your