A study of the implementation of differentiation strategies in the spelling classroom

Abstract

A Study of the Implementation of Differentiation Strategies in the Spelling Classroom discusses the implementation of various differentiation strategies in a third grade spelling classroom. The strategies are used to compare the individual and group growth in the area of spelling accuracy and grammar usage with students who are in a control group using a workbook curriculum for spelling class. Both the experimental and control group used the same weekly spelling words. Results are variable depending on the spelling unit in group comparisons and the individual student in this study. Students in the experimental group had decidedly less misspellings and grammar misuses at the end of the first semester of the 2010-2011 school year