Incorporated with a Literature-Based Reading Program in a First Grade Classroom

A study investigated whether students using a literature based reading program achieved greater spelling ability through formal spelling instruction or informal spelling instruction. Subjects were 20 first-grade students. Instruction was divided into two 4-week sections. During the first four weeks, students were exposed to vocabulary words through literature, but they did not receive formal spelling instruction on the word's. The second 4-week section also involved exposure to vocabulary words through literature, and students received formal spelling instruction. Results indicated that students gained better spelling ability through formal instruction. (Contains 21 references and one table of data. Two appendixes containing study data are attached.) (Author/RS) Reproductions supplied by EDRS are the best that can be made from the original document. **************************************************i.*******************