Beyond the Rainbow : Retrieval Practice
Beyond the Rainbow:
Retrieval Practice Leads to Better Spelling than Rainbow Writing
Courtesy of: Authors Angela C. Jones, Department of Psychological Science, John Carroll University. Liane Wardlow-Lane, Department of Psychology, University of California San Diego. Steven C. Pan, Department of Psychology, University of California San Diego. Gail D. Heyman, Department of Psychology, University of California San Diego. John Dunlosky, Department of Psychological Sciences, Kent State University. Timothy C. Rickard, Department of Psychology, University of California San Diego.
ABSTRACT:
In three experiments, we compared the effectiveness of rainbow writing and retrieval practice, two common methods of spelling instruction. In Experiment 1 (n = 14), second graders completed two days of spelling practice, followed by spelling tests one day and five weeks later. A repeated measures analysis of variance demonstrated that spelling accuracy for words trained with retrieval practice was higher than for words trained with rainbow writing on both tests (η 2 p = 0.49). In Experiments 2 (second graders, n = 16) and 3 (first graders, n = 12), students completed two days of spelling practice followed by a spelling test one day later. Results replicated Experiment 1; spelling accuracy was higher for words trained with retrieval practice compared with rainbow writing (η 2 = .42 and .64, respectively). Furthermore, students endorsed p both liking and learning from retrieval practice at least as much as (and sometimes more than) rainbow writing. Results demonstrate that retrieval practice is a more useful (and as engaging) training method than is rainbow writing and extend the well-established testing effect to beginning spellers.
