Does spelling instruction make students better spellers,readers, and writers? A meta-analytic review

Despite the importance of spelling for both writing and reading, there is considerable disagreement regarding how spelling skills are best acquired. During this and virtually all of the last century, some scholars have argued that spelling should not be directly or formally taught as such instruction is not effective or efficient. We conducted a comprehensive meta-analysis of experimental and quasi-experimental studies to address these claims. The corpus of 53 studies in this review included 6,037 students in kindergarten through 12th grade and yielded 58 effect sizes (ESs) that were used to answer eight research questions concerning the impact of formally teaching spelling on spelling, phonological awareness, reading, and writing performance. An average weighted ES was calculated for each question and the quality of included studies was systematically evaluated. Results provided strong and consistent support for teaching spelling, as it improved spelling performance when compared to no/unrelated instruction (ES = 0.54) or informal/incidental approaches to improving spelling performance (ES = 0.43). Increasing the amount of formal spelling instruction also proved beneficial (ES = 0.70). Gains in spelling were maintained over time (ES = 0.53) and generalized to spelling when writing (ES = 0.94). Improvements in phonological awareness (ES = 0.51) and reading skills (ES = 0.44) were also found. The positive outcomes associated with formal spelling instruction were generally consistent, regardless of students’ grade level or literacy skills.     

Books of the Month

THE DEAL OF THE CENTURY: THE BREAKUP OF AT&T by Steve Coll (New York: Atheneum, 1986—$18.95)

ENTERTAINMENT INDUSTRY ECONOMICS: A GUIDE FOR FINANCIAL ANALYSIS by Harold L. Vogel (New York: Cambridge University Press, 1986—$24.95)

THE CONTROL REVOLUTION: TECHNOLOGICAL AND ECONOMIC ORIGINS OF THE INFORMATION SOCIETY by James R. Beniger (Cambridge, MA: Harvard University Press, 1986—$25.00)     

Determinants of repeat viewing to prime‐time public television programming

This study explores the relationship between several structural level variables and repeat viewing of prime‐time public television programming. A strong positive correlation was found between audience ratings and repeat viewing. Analyses of variance were performed on repeat viewing using program scheduling, presence/absence of continuing dramatic story line, and household cable status, and significant effects for repeat viewing occurred for all. A regression model utilizing these variables accounted for a moderate degree of variance in repeat viewing.     

Buttercups and daisies: building a community of practice amongst teachers in a Brazilian university

This article examines the promotion and adoption of action research as an instrument of institutional change by academic staff in a Brazilian rural university. The results of the research are presented showing the mobilisation of a group of volunteers, the implementation of their action research projects and the sustainability of the process. Particular attention is drawn to the significance of an insider change agent/facilitator as the initiator of the action research process and how his role became superfluous as the networks evolved into true communities of practice. On reflection the original composite daisy model of Melrose and Reid has been discarded in favour of a simpler buttercup‐type flower model of analysis to describe the process.     

Personal Development and the Self in Work Experience

Abstract

This article explores the experience of a group of young people who experienced difficulty attending school. Young people's reasons for not attending school and the support provided for them by their teachers are examined. Finally, an analysis based on a shift in identity from school refuser to effective learner is offered as an explanation for the students' success in coping with school. The authors draw on Paul Klee's metaphor of art as a development that can go forwards, backward, up and down as similar to the processes of working with such young people. They argue that to expect linear progress is both unrealistic and sets unfair expectations on students and their teachers.     

The Constructivist Roots of Moral Education

The success of doctoral student mentoring is largely dependent upon faculty members, but structural and institutional obstacles compound deficiencies in the performance of all participants. University leaders must emphasize the value of mentorship in stimulating positive learning conditions and stress the importance of recognizing faculty members engaged in teaching beyond the classroom. Without organizational attention to a quality mentoring program and rewards for mentoring efforts, some faculty members perform as trainers, illusionists, tricksters, and escapists, potentially turning academia into a doctoral circus. If the quality of doctoral mentoring in today's academia is to improve, systemic change is crucial.     

Is ‘Closing the Gap’ Enough? Ngarrindjeri ontologies,reconciliation and caring for country

This article is concerned with Ngarrindjeri nation building in the ‘contact zone’ with the Australian settler state by decentring the colonizer within a range of bureaucratic regimes. Ngarrindjeri engagement with natural resource and cultural heritage management will be used to illustrate the relationship between globalization, community governance, education, sustaining ‘culture’, Indigenous well-being, and reconciliation and its links to the Australian government Closing the Gap initiatives. This article connects Ngarrindjeri lived experience to the theorization of processes for self-recovery and social transformation that open possibilities for broad-based local and global coalitions, which include political solidarity in the interests of just Indigenous ‘reinhabitation’ and decolonization.     

EFFECTS OF AGING ON SELECTED ACOUSTIC VOICE PARAMETERS: PRELIMINARY NORMATIVE DATA AND EDUCATIONAL IMPLICATIONS

The study reported in this article attempted to obtain normative acoustic data of voice for elderly male and female speakers and to explore the educational implications of the effects of aging on those selected acoustic parameters. Voice samples from 21 male and 23 female elderly speakers aged 70 to 80 years were obtained on measures of 15 selected Multi-Dimensional Voice Program acoustic parameters. These data then were compared with the published norms for young and middle-aged adults. The results showed that, compared with young and middle-aged adults, elderly speakers had significantly different (usually poorer) vocal output on all of the selected acoustic parameters of voice. These findings illustrate the importance of establishing acoustic norms and thresholds for elderly men and women and stress the necessity of using discretion in making dragnostic measurements of elderly speakers' acoustic parameters of voice. This article also highlights the educational implications of such aging voice changes.     

Catholic Schools in Scotland: A rejoinder to Conroy

In a recent article in this journal James Conroy presents a spirited defence of the state funding of Catholic schools in Scotland. In so doing he repeatedly but mistakenly presents me as someone who has called for the ending of such funding. He also imputes to all opponents of Catholic schools a basic hostility to Catholicism. In this response, I clarify my position, question the accuracy of Conroy's account of Scottish responses to Catholic schools, identify a crucial difference between sociology and public polemic and then consider the propriety of the state funding of faith schools.