EFFECTS OF ERROR-CORRECTION ON 3RD GRADERS SPELLING

An error-correction procedure was implemented as part of regular class room spelling instruction for third-grade students. The procedure incl uded two major components: (a) error imitation and correction and (b) repeated practice to mastery. A multigroup pretest-posttest design was used to compare the effectiveness of the corrected-test procedure wit h two control conditions-standard practice and practice with a reduced number of words. Significantly higher weekly spelling test scores and teacher ratings document the effectiveness of the experimental interv ention over both control conditions. The present study provides eviden ce for the generalizability of error correction and practice procedure s to regular classroom instruction.