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Putting Student Spelling Devils out of Your Misery in 3 to 10 Minutes a Day: A Teacher's Guide to New Techniques.
Peer reviewed Peer reviewed
Cates, Ward Mitchell – Clearing House, 1988
Reviews spelling research and outlines five spelling techniques for content-area teachers to integrate into their lesson plans with a minimum of effort and time. (MM)
Descriptors: Elementary Education, Spelling, Spelling Instruction, Teaching Methods
Do-or-Die Spelling: Teaching without the Struggle.
Peer reviewed Peer reviewed
Cates, Ward Mitchell – English Journal, 1982
Reports on a simple yet effective technique that motivates students to spell words carefully. (RL)
Descriptors: Classroom Techniques, High Schools, Spelling, Spelling Instruction
Perhaps, Sorta, Kinda, Maybe.
Peer reviewed Peer reviewed
Cates, Ward Mitchell – Clearing House, 1981
A teacher explains two techniques he has used in high school English classes to increase students' confidence in their own abilities, by helping them to rely less on guessing when it comes to spelling and test-taking and more on realistic assessments of their own performance. (SJL)
Descriptors: English Instruction, Guessing (Tests), High Schools, Self Esteem
The Relative Effectiveness of Learning Options in Multimedia Computer-Based Fifth-Grade Spelling Instruction.
Peer reviewed Peer reviewed
Cates, Ward Mitchell; Goodling, Susan C. – Educational Technology Research and Development, 1997
A study of 38 fifth-grade students investigated the effectiveness of two interactive multimedia instructional spelling programs, one offering behaviorist-visual learning options and the other offering cognitivist-phonological learning options. Both groups showed increased spelling ability, though neither program outperformed the other, suggesting…
Descriptors: Behaviorism, Cognitive Psychology, Comparative Analysis, Computer Assisted Instruction
Research Findings Applied to Software Design: Computerized Instructional Spelling Programs.
Cates, Ward Mitchell – Journal of Computer-Based Instruction, 1989
Discusses the application of spelling research findings to the design of computerized instructional spelling programs. The need for individualization is stressed; lesson size, content, and time devoted to instruction discussed; three cognitive models with appropriate instructional strategies for each are presented; and further research needs are…
Descriptors: Cognitive Processes, Computer Assisted Instruction, Courseware, Elementary Secondary Education