Abstract

The current study focused on how orthographical training may be used to help college students spell difficult words. There are many different strategies that helps people strengthen their orthography to help students learn to spell. More specifically, a spelling pronunciation procedure was used to train students to hear difficult-to-spell phonemes. I manipulated difficult versus easy-to-spell words, as well as whether participants studied or took a pretest on spelling pronunciation. Participants studied words while hearing the correct pronunciation, the spelling pronunciation, and then they studied the words again or completed a pretest of the spelling pronunciation. A final test for all participants measured overall word accuracy, total letters correct, correctly placed schwa vowels, silent letters, and double letters. The results showed no statical significance for the testing manipulation. Performance across all dependent measures was better for easy than difficult words. Future studies could have participants complete the final spelling test after a week-long delay to more closely replicate procedures that show significant testing effects. Future efforts should also instruct participants to speak aloud the spelling pronunciations to more closely replicate the work within the spelling literature.

Advisor

Foster, Nathan

Department

Psychology

Disciplines

Cognitive Psychology | Language and Literacy Education

Keywords

orthography, spelling pronunciation, testing effect

Publication Date

2024

Degree Granted

Bachelor of Arts

Document Type

Senior Independent Study Thesis

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