AVKO Research

• New Survey for the Improvement of Sequential Spelling
  AVKO is in the process of developing a computerized version of Sequential Spelling!  Let us know what you think about Sequential Spelling as it is and how you would like to see in an automated program.

• Summary of Research by AVKO Educational Research Foundation

• Research Proposal to U.S. Dept. of Education and University Researchers

• A Quick and Painless Reading Assessment Tool.  University Researchers are encouraged to replicate or disprove the accuracy of this very simple test.

• 97% Literacy in 25 years: An achievable Goal if Set.  A Challenge to Universities and The U.S. Department of Education.

• Spelling Research Survey Form

• A Challenge to Educational Researchers

•  Read by Grade Three?  Say, What?  This essay clearly demonstrates that no matter how wonderful the rhetoric of No Child Left Behind is, we can never really have children reading after just two years of instruction.  A scientific analysis demonstrates what everybody intuitively knows:  Learning to read is a continuum from Kindergarten through college.  So should the teaching of reading skills be: a continuum from K through college.

•  A Study of the effectiveness of Sequential Spelling in the Flint Alternative Junior High School

• AVKO's Test That Demonstrates that nearly everybody recognizes on a subconscious level that there are some spelling patterns that are more difficult to learn than others.  Actually, they are more difficult primarily because these patterns are not systematically taught in our schools.  The results of this test can easily be replicated by researchers and students alike.

• The 50 Easiest words to Learn

•  The 5 types of English Spelling: The Simple, The Fancy, The Insane, the Tricky, and the Scrunched Up (sandhi or synaloepha the correct linguistic terminology!)

•  An easily understandable chart that shows the differences between traditional approaches to teaching spelling and AVKO's approach.

•  An analysis of the University of Oregon's Dibels Bench Mark 1 in which 78% of the nonsense words are misspelled!  Inexcusable!

• An Assessment of Fast ForWord  by Eldo Bergman, M.D., Texas Reading Institute

Essays Related to Research by Experts in the Field

Reading Recovery: Just the Facts by Bill Carlson 

"We Confused Literature with Literacy" by Jane Fell Greene, Ed.D. 

"Whole Language: What it is; What it isn't."  by Mary Bowman-Kruhm, Ed.D.  

Is Professor AVKO Right?  A $1,000.00Challenge to Educational Researchers at Every Level.

 Research on Learning Styles and a Request for Rebuttal Studies by Cathy C. Shank
 

A Short Summary of Traditional Spelling Research    

What appears to be reliable:

1. Most commonly used methods of teaching spelling are ineffective.  The most common complaint by teachers and parents is that students study their spelling words on Thursday nights, take the test on Friday, and by Monday the words they memorized are forgotten.
    
2. Of all the spelling techniques currently employed immediate student self-correction is generally the most effective.  (T. Horn 1946; Louis, 1950; Beseler, 1953; Tyson, 1953; Thomas, 1954; Schoephoerster, 1962, E. Horn, 1963; Christine and Hollingsworth, 1966.) This element, immediate student self-correction, combined with careful sequencing of words being presented is why Sequential Spelling is so highly effective.)
    
3. The teaching of spelling rules is not the same as the learning of spelling rules such as the adding of -s (-es, -ies), -ed (-ied).  In fact, research has indicated that "using phonic rules, for most words, is (NOT) a worthwhile instructional procedure." (Fitzsimmons & Loomer, 1978)
    
4. Dictation is not generally used to help students translate their spoken language into correctly written language.  This lack of specific practice leads to the common occurrence of misspellings such as "hafta" for have to, "sposta" for supposed to, and "should of" for should have.  To help remedy this gap in the teaching of spelling AVKO has developed a book entitled Speech to Spelling.
    
5. No currently available commercial spelling program presents all the basic patterns of English Spelling.  What patterns they do present are in an arbitrary order not related to their difficulty in learning.  That is, they don't proceed in a systematic order from the easiest (such as the "in" rime as in pin, sin, spin, win, grin, etc.) to the more difficult rimes (such as the "ology" rime as in theology, geology, archaeology, psychology, etc.)  To help remedy this situation, AVKO has developed its Sequential Spelling 1-7 series.  So that major educational publishers might develop their own, AVKO has a source book that they can use to find all the patterns and all the words that share the same patterns.  This is the book entitled: The Patterns of English Spelling.
    
6. Writing words several times each does NOT help insure spelling retention. Abbot, 1909; E. Horn, 1967; Green, 1968; Petty, 1968.  AVKO believes that immediate correction by the student, erasing the misspelling and writing the correct spelling is at least as effective as copying the same word over and over again.  
    
7. "The spelling words of highest frequency in child and adult writing should be studied by elementary school children."  Thorndike, 1921; E. Horn 1924, 1926, 1939, 1960; Hollingsworth, 1965; T. Horn, 1969b.  AVKO believes that this is especially true of the "insane" words such as was, does, should, couldn't, weren't, etc.  However, no studies exist that limit themselves to the words that do not follow regular spelling patterns. Nor does any spelling series (except AVKO's) insist upon mastery of these words.  AVKO also believes that even though the word nice is more frequently encountered than the word ice, ice should be taught first.  And along with ice and nice should come rice, price, lice, slice, mice, twice, etc.  No studies have ever been made to determine the frequency of the "patterns" or rimes.  This we hope will be done as a result of our Proposed New Research
    
8. "In order to learn to spell, it is not necessary for children to learn the meaning of the majority of their spelling words."  Petty, 1968;  This may be true, but it certainly doesn't hurt a student to have the opportunity to improve his/her vocabulary.  AVKO's Sequential Spelling gives students this opportunity when it includes among the simple at words (bat, rat, fat. cat, sat) the words tat, spat, and spats.
    
9. "Spelling lists derived from the various curricular areas are of little value in increasing spelling ability."   Fitzgerald, 1951, 1953; 
    
10. Phonemic awareness training and phonological/orthographical training is important for developing reading and spelling skills.  Griffith & Olson, 1992; Haskell, Foorman, & Swank, 1992; Helfgott, 1976; Wylie & Durrell, 1970; Torgesen, Wagner, & Rashotte, 1994; Yopp, 1992.

References:

Abbot, E.E., "On the Analysis of the Memory Consciousness in Orthography." University of Illinois Psychological Monograph 11, 1909.

Beseler, D.W., "An Experiment in Spelling Using the Corrected Test Method." Unpublished master's thesis, Central Washington State College, Ellensburg, 1953.

Fitzgerald, J.A., The Teaching of Spelling.  Milwaukee: Bruce Publishing Company, 1951.

Fitzgerald, J.A., "The Teaching of Spelling,"  Elementary English, Vol. 30, January 1953.

Griffith, P.L., & Olson, M.W. (1992). "Phonemic Awareness Helps Beginning Readers Break the Code." The Reading Teacher, 45, 516-523.

Haskell, D.W., Foorman, B.R., & Swank, P.R. (1992). "Effects of Three Orthographic/Phonological Units on First-Grade Reading." Remedial and Special Education, 13, 40-49.

Helfgott, J.A. (1976). "Phonemic Segmentation and Blending Skills of Kindergarten Children: Implications for Beginning Reading Acquisition." Contemporary Educational Psychology, 1, 157-169.

Louis, R., "A Study of Spelling Growth in Two Different Teaching Procedures." Unpublished master's thesis, Central Washington State College, Ellensburg, 1950.

Loomer, B.M., & Fitzsimmons, R.F. (1989) Spelling: Research and Practice.  Iowa City, IA: Useful Curriculum, Inc.

Petty, W., Developing Language Skills in the Elementary Schools. Boston: Allyn and Bacon, 1968.

Torgesen, J.K., Wagner, R.K., & Rashotte, C.A. (1994). "Longitudinal Studies of Phonological Processing and Reading," Journal of Learning Disabilities, 27, 276-286.

Yopp, H.K. (1992).  "Developing Phonemic Awareness in Young Children," The Reading Teacher, 45, 696-703.

If you have comments about this website or additional summaries of specific spelling research along with citations, questions concerning spelling, phonics, learning disabilities, homeschooling, etc., you are encouraged to e-mail DonMcCabe@aol.com.  We appreciate any comments that will help us make this website even more useful. 

Call Toll Free:  1-866-AVKO-612
Fax:  (810) 686-1101
E-mail: Webmaster: avkoemail@aol.com 
or  Write:  
Don McCabe, Research Director

AVKO Educational Research Foundation
3084 Willard Road, Suite W
Birch Run, MI 48415-9404

We now have

a bi-monthly newsletter with lots of freebies

Sign up for our Email Newsletter

All donations are greatly appreciated.  If you would like to support our mission which is to raise the level of literacy to the point where the words, illiteracy, phonemic awareness, learning disabilities, dysgraphia, family literacy, adult literacy, and illegible handwriting will no longer have relevance, please mail your tax-deductible check (in U.S. dollars) to The AVKO Educational Research Foundation, 3084 Willard Road, Suite W, Birch Run, MI 48415-9404.  The AVKO Foundation is recognized by the IRS as a 501(C)3 publicly supported organization working with teachers, parents, tutors, and homeschooling parents, publishing materials developed by its research, and providing free daily tutoring at its local reading clinic.