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The purpose of this research was to evaluate the impact of a word study literacy approach on the spelling ability and self-efficacy of adults in a county jail. Forty-four Inmates participated in the word study intervention that provided them with hands-on learning. The word study intervention was conducted in four separate sessions (September, November, January, March) during 2-week periods. It was delivered to small groups of 3-6 inmates. Each group received the same method of intervention that only differed according to their developmental spelling stage. Inmates were administered the Developmental Spelling Assessment to determine what lessons should be instructed and a post-test was given to measure retention of learning. Pre-post self-efficacy scales and questionnaires also were administered. Data were analyzed both quantitatively and qualitatively. Results consolidated across the four interventions showed that inmates improved their spelling knowledge as a result of the word study approach. Their perceptions of the approach were positive and their sense of self-efficacy for spelling and reading improved. Reading and spelling correlated as expected, similar to previous research on children and general public adult learners. We conclude that jail participants valued the word study approach as a possible means for improving their knowledge and application. [ABSTRACT FROM AUTHOR]

Investigates strategies for improving the English spelling skills of secondary level students in Mapleton Elementary School in Maine. Data-driven suggestions for improving spelling; Observations of student spellers at work; Examples of recommended teaching practices.