ali hashemi
Ali Hashemi was born in the Iranian southwest city of Zanjan in 1977. He got his B.A in English literature from Shiraz University in 2004. He got his M.A in TEFL from Znajan University in 2012. He has a Ph.D. in TEFL. His research interests include discourse analysis, ESP material development, teacher training, language skills, and assessment.
Supervisors: Dr Fariba Mobini and Dr Fatemeh Mahdavirad
Phone: +989127441400
Address: No. 5, 3rd West Alley, Tohid ST., Abbar, Zanjan
Supervisors: Dr Fariba Mobini and Dr Fatemeh Mahdavirad
Phone: +989127441400
Address: No. 5, 3rd West Alley, Tohid ST., Abbar, Zanjan
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significant concern among both the language arts community and the public. The teaching of spelling is an issue that provokes strong feelings and attitudes in teachers, students, and parents as well, and those involved have strong opinions about the importance of correct spelling at school. A close look at the role of spelling in the general language curriculum, makes it known that learning to write and read in the whole language can benefit greatly from teaching spelling. Searching the Net under the keywords ‘spelling’ and ‘teaching spelling’ reveals many studies on spelling and the interest of the readers.
In this study, we made use of two techniques to teach spelling, which included “the Personalized Instruction Technique”, or simply the PI technique, and “the Detection Technique” or the D technique. Meanwhile, a control group was included to make up for and take into account any possible background differences.82 kindergarten children, studying at three kindergartens in Tarom, Zanjan, participated in the study. They were randomly assigned to three groups: one control group and two experimental groups for each of the two teaching techniques. The PI group consisted of 28 kindergarten students both boys and girls, and the Group comprised 27kindergarten students, both boys and girls. The control group, too, contained 27 kindergarten students, both boys and girls. The results of data analysis indicated that both the experimental
groups that used the spelling techniques did significantly better than the control group which received no technique. Meanwhile, the PI group exceeded the DT group in their performance.
Keywords: Spelling, Teaching Spelling, Personalized Instruction (PI) technique, and Detection technique (D)
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significant concern among both the language arts community and the public. The teaching of spelling is an issue that provokes strong feelings and attitudes in teachers, students, and parents as well, and those involved have strong opinions about the importance of correct spelling at school. A close look at the role of spelling in the general language curriculum, makes it known that learning to write and read in the whole language can benefit greatly from teaching spelling. Searching the Net under the keywords ‘spelling’ and ‘teaching spelling’ reveals many studies on spelling and the interest of the readers.
In this study, we made use of two techniques to teach spelling, which included “the Personalized Instruction Technique”, or simply the PI technique, and “the Detection Technique” or the D technique. Meanwhile, a control group was included to make up for and take into account any possible background differences.82 kindergarten children, studying at three kindergartens in Tarom, Zanjan, participated in the study. They were randomly assigned to three groups: one control group and two experimental groups for each of the two teaching techniques. The PI group consisted of 28 kindergarten students both boys and girls, and the Group comprised 27kindergarten students, both boys and girls. The control group, too, contained 27 kindergarten students, both boys and girls. The results of data analysis indicated that both the experimental
groups that used the spelling techniques did significantly better than the control group which received no technique. Meanwhile, the PI group exceeded the DT group in their performance.
Keywords: Spelling, Teaching Spelling, Personalized Instruction (PI) technique, and Detection technique (D)