Effects of self-monitoring and strategy training on college students' spelling achievement.
Item
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Title
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Effects of self-monitoring and strategy training on college students' spelling achievement.
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Identifier
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AAI9432337
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identifier
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9432337
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Creator
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Detres, Michael Paul.
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Contributor
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Adviser: Barry Zimmerman
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Date
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1994
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Language
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English
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Publisher
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City University of New York.
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Subject
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Education, Higher | Education, Educational Psychology | Psychology, General
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Abstract
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A review of the literature on spelling indicates that many adults never develop a high level of spelling proficiency despite much reading experience. To date, few studies have addressed the issue why adults misspell words that they use repeatedly.;It has been suggested that adults misspell because they do not monitor letter features of text carefully and they lack a method for recognizing accurate spellings. Therefore, it was hypothesized that self-monitoring and strategy training would additively improve students' ability to self-regulate their learning and improve their spelling. To date, no study had examined the combined effects of self-monitoring and strategy training on adult spelling.;Subjects in this study were one hundred college students from a public community college. They were randomly assigned to one of five conditions: (a) self-monitoring and strategy training, (b) strategy training only, (c) self-monitoring training only, (d) no-treatment control, and (e) dangling control.;Analyses of variance show that self-monitoring and strategy training are each significant treatment interventions on self-regulation efforts and spelling achievement with adults. Strategy training effects are stronger than self-monitoring effects overall. Regression analyses indicate that self-efficacy for spelling and self-efficacy for detection of misspellings (self-efficacy measures) are significant predictors of the following three dependent measures: (a) self-regulation efforts, (b) spelling achievement, and (c) self-evaluation; however, self-efficacy for spelling contributes more to the overall prediction of the three dependent measures. Self-efficacy measures are sensitive to increases in spelling competence when students are given self-monitoring and strategy training. Path analyses indicate that self-monitoring influences spelling achievement through self-efficacy and self-regulation efforts; whereas strategy training influences spelling achievement through self-regulation efforts only.;The findings can be used to devise training programs for adults who have spelling deficits, and they can be written into texts written for nonprofessional audiences. Further research is recommended to examine the generalizability of these findings.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
