Masters Theses

Date of Award

12-1988

Degree Type

Thesis

Degree Name

Master of Science

Major Professor

W. J. Schindler

Committee Members

Phyllis E. Huff, Patricia McClam

Abstract

The purpose of this study was to evaluate five spelling series as to readability scores, grade levels of new vocabulary words introduced, and the reinforcement of the new words. The readability scores were computed by utilizing the Spache and the Dale-Chall Readability Formulas. The new vocabulary words introduced in the series were listed on the Worksheet for Analysis of Instructional Materials Bevond Readability Scales (Schindler, 1980) in order to tabulate the number of times each new word was reinforced. The words were then matched with A Functional Basic Word List for Special Pupils (Tudyman and Groelle, 1963) so that the actual grade levels could be calculated. In addition the words were matched with the Dolch spelling list (Dolch, 1943) to determine similarities among the words selected by the publishers.

The comprehensive evaluation process revealed that in each series the textbooks chosen for grades four and five were the most difficult to read and comprehend. They all had a readability score which was at least one grade level above the publisher's estimate. In contrast, with the exception of one book, the grade six spelling texts were seen as being written at grade level. Save for one notable exception there appeared to be a correlation between the readability scores and the number of above grade level vocabulary words presented. The publishers have not adequately reinforced all of the new vocabulary words introduced in each unit. These findings indicate a need for the publishers to ensure that the words presented are easily recognized and understood by the students as a high number of unfamiliar words obscures the student's comprehension.

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