The influence of spelling instruction of basal vocabulary words on the comprehension performances of third graders

Two successive intact third grade classes were involved in a study to test the hypothesis: If spelling instruction is coordinated with the basal reader by teaching the spelling of the basal vocabulary words, then reading comprehension performance will be greater than when an uncoordinated spelling-reading program is used. To determine comparability, the control and experimental groups were analyzed using the Otis-Lennon Mental Ability Test and the reading subtest of the Iowa Tests of Basic Skills resulting in no significant differences between groups concerning IQ and prior reading achievement. The control group used Spelling: Words and Skills for its uncoordinated spelling-reading instruction and the experimental group used Spelling Bonus, a spelling program whose words came from the vocabulary of the coordinated basal reading program. Comprehension subtest scores from the Houghton Mifflin Tests of Basic Reading Skills were added together upon completion of the instructional period. Based upon the t-test statistical analysis, the data did not support the hypothesis