stdClass Object
(
    [id] => 16717
    [paper_index] => 202506-01-022656
    [title] => ADDRESSING WORD SPELLING DIFFICULTIES AMONG GRADE 1 LEARNERS: EFFECTIVENESS OF TARGETED SPELLING INTERVENTIONS 
    [description] => 
    [author] => Angelica Arecto, Ma. Monica R. Gamueta, Deveyvon L. Espinosa, Jonelson C. Escandallo, Conie B. Cerna , Kristy Jane R. Muegna, Regine L. Generalao
    [googlescholar] => 
    [doi] => https://doi.org/10.36713/epra22656
    [year] => 2025
    [month] => June
    [volume] => 11
    [issue] => 6
    [file] => fm/jpanel/upload/2025/June/202506-01-022656.pdf
    [abstract] => The purpose of this study was to identify the effectiveness of targeted intervention to address the word spelling difficulties faced by Grade 1 learners at Sto. Tomas Central Elementary School SPED Center, Tibal-og, Sto. Tomas, Davao del Norte, Philippines. The study aimed to determine the student’s level of word spelling difficulties based on their scores on the pre-test and posttest assessment. Using a quantitative descriptive method with interviews, the study assessed the student’s progress in word spelling difficulties and their insights about the effectiveness of the targeted intervention. Thirty-eight Grade 1- Tisa students participated in pre-test and post-test assessment using PAT Spelling Skills assessment, and seven participated in in-depth interviews. A researcher-designed pre-test and post-test were used to measure students’ spelling proficiency before and after the intervention. Pre-test results indicated that the participants demonstrated below-grade-level proficiency in spelling. After the implementation of the S.C.O.R.E.S., students' post-test scores improved significantly. A paired sample t-test revealed a statistically significant difference between pre-test and post-test scores, t (27) = 21.1, p < .001, indicating a substantial gain in spelling skills. Moreover, the study demonstrates the effectiveness of the targeted intervention in enhancing learner’s word spelling difficulties; interactive and engaging methods, such as spelling bee, coordination with pictures, ordering sound, relay time traveler, engage with letter blocks and spell with sidewalk chalk. The pre-test results revealed that the students' spelling difficulties were below the expected level, indicating very low proficiency. However, the post-test scores showed a marked improvement, with the students' scores rising after implementing the intervention.
    [keywords] => Spelling Difficulties, Targeted Intervention, Quantitative-Descriptive, Respondents Philippines
    [doj] => 2025-06-24
    [hit] => 
    [status] => 
    [award_status] => P
    [orderr] => 187
    [journal_id] => 1
    [googlesearch_link] => 
    [edit_on] => 
    [is_status] => 1
    [journalname] => EPRA International Journal of Multidisciplinary Research (IJMR)
    [short_code] => IJMR
    [eissn] =>  2455-3662 (Online)
    [pissn] => - --
    [home_page_wrapper] => images/products_image/11.IJMR.png
)
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