Improving the Spelling Skills for Grade Six Pupils of North Central Elementary School

Abstract

INTRODUCTION

This study aims to improve the performance of Grade 6 pupils of North Central Elementary School with respect to their spelling skills.

METHODS

This study used the pre-experimental method utilizing the one-group pre-test-post-test design. The chosen participants were 10 grade six pupils of North Central Elementary School who were identified as having difficulties in spelling. Data were collected using a standardized 10-item test that was adopted from Teacher-Assisted Spelling Strategy (T.A.S.S.). Pull-out peer teaching, spelling meta-cards are methods used in order to focus on the pupils’ weakness.

RESULTS

In general, the findings suggest that insofar as their spelling skills are concerned, there is a significant difference on the performance of Grade six pupils after the Teacher-Assisted Spelling Strategy (T.A.S.S.) was used. Also, it shows that the said intervention program highly affected and improved the spelling problem of said pupils.

DISCUSSIONS

The Teacher-Assisted Spelling Strategy (T.A.S.S.) is useful and effective in improving spelling problems among grade six pupils, developing their eagerness to spell, pronounce and understand more words and in stimulating their memory.