Improving Spelling through

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Improving Spelling through
Music

• Using Rhythm and Melody to Teach Spelling Rules

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• Action Research Project

In Partial Fulfillment of a Masters Degree in
Education Technology and Curriculum
University of Phoenix Online
Kathryn S. Morrison, Researcher
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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
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Statement of Problem
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Statement of Problem
Second grade students in a predominantly
African-American semi-urban public school setting
are failing to perform at or near national norms
in spelling
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Statement of Problem
particularly in attempts to memorize and use
generalized rules when adding suffixes to root
words.
swim er put ing drive er
try ing copy ed safe est
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Description of Community
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Description of Community

• Public school system in urban Southeastern US
• District comprised of
• 31 Elementary Schools
• 5 Middle Schools
• 5 High Schools

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Description of Community
In a community of 250,000, only 10 are enrolled
in public schools.
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Description of Community
The school for this study has a student
population of approximately 400 students, grades
Pre-K through 6.
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Description of Community

• 98 African-American
• 1.5 Caucasian
• 0.5 Other

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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

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Description of Community
Language Arts Nationally Norm-Referenced Test
Scores 2001-2002
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(No Transcript)
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Description of Community

• High degree of reciprocal community involvement
  through
• partnership with area businesses/churches
• PTA and parental education programs
• After school programs

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Discussion of Literature
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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)
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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)
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Discussion of Literature
By fourth grade less than half of
African-American students are performing at grade
level (Howard, 2001)
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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)
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Discussion of Literature

• Foster and Peale (1999) suggest the three Rs of
• rhythm,
• recitation, and
• repetition
• in order to reach and teach African-American
  students.

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Method of Intervention
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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

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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
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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
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Method of Intervention
Example
Silent E Rule Song
When do we drop silent e We want to add a
suffix
Can you tell me, whats the rule? This is what we
learned in school
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Method of Intervention
If you see
e-r,
- e-s-t,
- e-d,
- i-n-g
But leave e to add l-y Its so easy when
you try.
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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!
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Results
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Results
Expected outcome
Bring class mean spelling test score up to 70,
plus or minus 5.
(net improvement between 9 and 19)
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Results

• Actual outcome

• Pre test mean score 56

• Post test mean score 66

• Actual net improvement 10

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(No Transcript)
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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.
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Results
This improvement was within the margin of error
established prior to intervention
(14, plus or minus 5).
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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.
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Resources and References
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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.gardenof
praise.com
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Abbott, M. (2000). Identifying reliable
generalizations for spelling words The
importance of multilevel analysis. 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
spelling instruction. Electronic version
Preventing school failure, 42(1), 44. Kaplan, A.
Maehr, M.L. (1999). Enhancing the motivation of
African American students An achievement goal
theory perspective. Electronic version The
Journal of Negro Education, 68(1), 23-41.
References
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Music moves us!