Abstract
This experimental study examined the effects of combining word processors, spelling checkers, and spelling drill and practice programs to individualize spelling instruction for fifth and sixth grade students. The three treatment conditions considered included: 1) a wordprocessing, spelling checker, computer drill and practice combination; 2) a textbook pretest, computer drill and practice combination; and 3) a traditional textbook approach. A significant treatment effect in favor of the experimental conditions was found in the analysis of covariance. The vocabulary level of words identified and studied by students in the wordprocessing group was equivalent to the vocabulary level of the traditional spelling book. The 17 percent difference on the long-term measure in favor of the wordprocessing group suggests this approach may be an effective method of spelling instruction. Suggestions for software development which would make these methods a viable alternative for the classroom teacher are included.
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