The Effectiveness of Spelling Pattern Instruction on Kindergarten Students' Word Writing
Lee, Mi Kyung
Major in English Education for Young Learners
The Graduate School of Education
Hankuk University of Foreign Studies
The purpose of thi...
The Effectiveness of Spelling Pattern Instruction on Kindergarten Students' Word Writing
Lee, Mi Kyung
Major in English Education for Young Learners
The Graduate School of Education
Hankuk University of Foreign Studies
The purpose of this study is to investigate the effectiveness of spelling pattern instruction on kindergarten students' ability to write words correctly and acquire spelling patterns, and to examine how differences were made in spelling pattern acquisition on differentiating spelling patterns. For this research, forty five-year-old kindergarten students in Seoul were selected as subjects. All students were given pretests to assess their reading and writing skill levels. They were then divided into two groups: group A, the experimental group, and group B, the control group. The students in the experimental group were taught different orthographic spelling patterns through word sorts by sight and sound for eight weeks. The students in the control group were taught spelling through reading, writing and guessing spelling of words. After eight weeks, all students were given tests to evaluate their ability to write correctly and acquire spelling patterns. The data was then statistically analyzed.
The results of this experiment were as follows. First, the experimental group showed significant improvement in the post evaluation of word writing compared to the control group. From this result, one can conclude that spelling pattern instruction through word sorts is more effective than traditional methods of teaching spelling among young learners. Secondly, the experimental group's ability to acquire spelling patterns greatly improved compared to that of the control group. This result verifies the effectiveness that spelling pattern instruction has on spelling pattern acquisition. Finally, the experimental group demonstrated varied levels of spelling pattern acquisition with the various spelling patterns. The spelling pattern acquisition improvements, from the strongest to the weakest are: long vowel spelling patterns of CVCe, diphthongs, other long vowel patterns, complex consonants and r-influenced vowels. Thus, the findings from this experiment suggest that spelling pattern instruction affects students' writing ability and their spelling pattern acquisition in a positive way.
There are a few educational implications of this study. First, it is necessary to instruct spelling patterns systematically to facilitate students' understanding of sound-letter relationships and different orthographic spelling patterns. It is also effective for improving writing and reading. Second, systematic instruction of spelling patterns is required to construct varied and effective teaching methods. This leads students to actively join in learning and to develop their writing ability. Third, it is necessary that teachers possess the professional skills necessary for effective spelling instruction. To provide teachers with these skills, training needs to emphasize spelling instruction for successful reading and writing. Finally, further research is required to investigate the effectiveness of spelling pattern instruction on beginner and intermediate learners.
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