Improving Spelling through

Using Rhythm and Melody to Teach Spelling Rules

Action Research ProjectAction 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 Statement of of ProblemProblem

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…

Statement of Problem

…particularly in attempts to memorize and use generalized rules when adding suffixes to root words.

Description Description of of CommunityCommunity

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% African-American

1.5% Caucasian

0.5% Other

School Demographics

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

57%

0%

43%

0%

10%

20%

30%

40%

50%

60%

70%

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 Discussion of Literatureof 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 Method of InterventionIntervention

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

When do we drop silent ‘e’We want to add a suffix;

– Silent E Rule Song

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 PracticeWord: Bike

With a ‘b’ and an ‘i’

– drop the ‘e’

Biking!”

- Silent E Rule+ ing

and a ‘k’ and an ‘e’;

Add an ‘i’ and an ‘n’ and a ‘g’

ResultsResults

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

0 1 2 3 4

100%

90%

80%

70%

60%

50%

40%

30%

20%

Sco

re

Number of Students

Pre-TestPost-Test

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 Resources and and ReferencesReferences

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. [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