NCJ Number
133353
Journal
Journal of Correctional Education Volume: 42 Issue: 3 Dated: (September 1991) Pages: 134-138
Date Published
1991
Length
5 pages
Annotation
Three study strategies were tested to determine their effectiveness in the development of vocabulary and spelling proficiencies: a chalkboard study, a repetitive writing study, and meaning promulgation in addition to repetitive writing study.
Abstract
There was no significant difference between strategies in immediate student spelling test performance, but meaning promulgation did significantly enhance student vocabulary/spelling performances in long-term memory recall. When inmate students studied for a spelling test, there was no significant difference between the three strategies. However, when inmate-students were asked to recall words from their long-term memory, the promulgation of word meaning in strategy three enhanced vocabularly and spelling proficiencies. The study findings call for a revision of the myth of repetitive word writing for vocabulary and spelling development. Recommended study strategies always should include meaning incorporation in some form. 2 tables and 12 references