Teaching Spelling through

Look Cover Say Write Check

(LCSWC) Strategy

By: Erlyne Rose L. Lansa

 Rationale of the Study
 One of the most difficult skills of the
English language to develop is spelling.

 Spelling is difficult for many, maybe

because it is not considered as important
as the other skills.

 It is important to have drills and practice

in the classroom because they can lead to
memorization.
 Rationale of the Study

Incompetence in spelling can affect

the learners’ comprehension,
sentence construction and the overall
communication.
 Theoretical Background
 Anchor Theory
~ Self Determination Theory by Edward
Deci and Richard Ryan

 Sub-theories
~ Operant Conditioning by Burrhus

Frederic Skinner
~ Trial and Error by Edward Lee
Thorndike
 Self-Determination Theory
(SDT)
by Edward Deci and Richard Ryan

 Examines people’s inherent growth

tendencies and innate psychological needs
that are the basis for their self-
motivation and personality integration

 Two types of motivation: intrinsic and

extrinsic
 Operant Conditioning
by Burrhus Frederic Skinner

 The learner does something to its

environment in order to gain or get a
certain kind of reward.

 It is a process of modifying behavior by

using positive and negative reinforcement.
 Trial and Error theory
by Edward Lee Thorndike
 Learning takes place through a process of
approximation and correction.
 Readiness is preparation for action.
 Through trial and error, learners form a
habit. When the learners habitually engages
in drill and repetition, they can quickly
and effectively learn the lesson.
 Related Literature
 Look, Say, Cover, Write, Say, Check and Old
Way/New Way Mediational Learning are both
effective in spelling remediation (Fisher, Bruce &
Greive, 2007).

 Rule based and visual memory approaches

(phonological spelling strategies and LCSWC, fix
strategy ) both helped learners to spell taught words
better (Dymock & Nicholson, 2017).
 Related Studies

 The results showed that the subjects

required fewer sessions and fewer trials to
spell the five words when the out loud
requirement in the (look, cover, write,
check cycle) was in effect”(Stafford,
1990).
 The Problem

 This study determines the effectiveness of

using Look, Cover, Say, Write, Check
(LCSWC) strategy in teaching spelling for
Grade 7, Abellana National School, Cebu
City, S.Y. 2018 - 2019. The findings will
be the basis for a proposed action plan.
 Sub-Problems
• What are the pretest performances of the control and
experimental groups?
• What are the posttest performances of the control and
experimental groups?
• Is there a significant difference between the pretest
performances of the control and experimental groups?
• Is there a significant difference between the pretest
and posttest performances of the control and
experimental groups?
• Is there a significant difference between the posttest
performances of the control and experimental groups?
• Based on the findings, what action plan can be
proposed?
 Significance of the Study

 DepEd Division
 School Administrators
 English Teachers
 Students
 Parents
 The Researcher
 The Future Researchers
 Research Methodology
 Research Design
~ This study utilizes the quasi-
experimental type of research to determine
the effectiveness of using the Look, Cover,
Say, Write, Check strategy in teaching
spelling
 Research Environment
~ This study will be conducted in Abellana
National School, Osemeña Boulevard Cebu
City.
 Research Methodology
 Research Respondents
~ The grade 7 students of Abellana National School
are the respondents.

 Research Instrument
~ The main instrument to be used in this
study is a researcher - made questionnaire
on homophones.
 Research Methodology
 Gathering of Data
1. Researcher will send a transmittal letter to
the principal for the approval to conduct the
study.
2. Pilot testing will done
3. Pre-test to the control and the experimental
groups
4. The conduct of the study
5. Pre-test to the control and the experimental
groups
6. The data will be collected and treated.
 Research Methodology
 Treatment of Data
~Frequency count, per cent and mean will be
used to summarize, analyze and interpret the
post test scores of the control and
experimental groups
~The t - test for two independent samples will
be used to determine the significance of the
differences between pre test scores of the
control and experimental groups; and posttest
scores of the control and experimental groups
 DEFINITION OF TERMS

 Effectiveness of using Look, Cover, Say,

Write, Check Strategy in Teaching Spelling
 Pretest Performances
 Posttest Performances
 Control Group
 Experimental Group
 Proposed Action Plan
 References
Books
• Al-Khaffaji, A., & Al-Shayib, M. (1987). Analysis of English
language primary textbook in Iraq. Baghdad: Ministry of
Education Press.

• Bahloul, M. (2007). Spelling errors of Arab learners: Evidence of

intergraphic mapping. In C. Coombe & L. Barlow (Eds).
Language Teacher Research in The Middle East, (pp. 41-
51). Mattoon, Ill: United Graphics, Inc.

• Carreker, S. (2005). Teaching spelling. In J. Birsh (Ed.),

Multisensory teaching of basic language skills (2nd Edition), pp.
257-295. Baltimore,Md.: Paul Brookes.
 References
• Deci, E. L.,& Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behaviour.
New York: Plenum.

• Fernald, G. (1943). Remedial techniques in basic school subjects. New York: McGraw.

• Fitzsimmons, R. J., & Loomer , B.M. (1978). Spelling, learning and instruction. Des Moines: Iowa
State Dept. of Public Instruction.

• Good, C.V. (1973). Dictionary of education (3rd ed.). New York: McGraw Hill Book Company.

• McCarthy, M. (2006). Language teaching: A scheme for teacher education. Oxford: University
Press.

• Richards, J., & Schmidt, R. (2013). Longman dictionary of language teaching and applied. Essex,
Great Britain : Longman.

• Schlagal, B. (2007). Best practices in spelling and handwriting. In S. Graham, C. A.MacArthur, & J.
Fitzgerald (Eds.). Best practices in writing instruction. New York: The Guilford Press.
 References
Journals
• Clifford, M. (1968).Teaching spelling in high school. Illinois Schools
Journal, 48, 253-262.

• Deci, E. L.,& Ryan, R. M. (2000). Intrinsic and Extrinsic Motivations: Classic

Definitions and New Directions. Contemporary Educational Psychology, 25,
54–67
• Dymock, S., & Nicholson, T. (2017). To what extent does children’s spelling
improve as a result of learning words with the look, say, cover, write, check,
fix strategy compared with phonological spelling strategies. Australian
Journal of Learning Difficulties, 22:2, 171-187, DOI:
10.1080/19404158.2017.1398766

• Fisher, B., Bruce, M., & Greive, C. (2007). Look-say-cover-write-say-check

and old way/new way - mediational learning: A comparison of the
effectiveness of two tutoring programs for children with persistent spelling
difficulties. Special Education Perspectives, 16 (1), 19-38.
 References
• Hendrickson, H. (1967). Spelling: A visual skill, a discussion of visual
imagery and the manipulation of visual symbols basic skills in the
ability to spell. Academic Therapy Quarterly, 1, 1-4.

• Hill, L.A. (1969). Delayed Copying. English Language Teaching, 23,

238-239.

• Moats, L. C. (2005/2006). How spelling supports reading: And why it is

more regular and predictable than you may think. American
Educator, 29(4),12–22, 42–43.

• Montgomery, D.J., Karlan, G.R., and Coutinho, M. (2001). The

effectiveness of word processor spell checker programs to produce
targetwords for misspellings generated by students with learning
disabilities, Journal of Special Education Technology, 16, 2.
 References
• Radaker, L. D. (1936). The effect of visual imagery upon
spelling performance. The Journal of Educational
Research, 56, 370-372.
• Ryan, R. M., Kuhl, J., & Deci, E. L. (1997). Nature and
autonomy:Organizational view of social and
neurobiological aspects of self-regulation in behavior and
development. In Ryan, R. M., & Deci, E.
(2000). Self-determination theory and the facilitation of
intrinsic motivation, social development, and well
being. American Psychologist, 55, 68-78.
• Thompson, D. (1976). Spelling's day in the sun. Instructor,
85,16.
 References
Unpublished Works

• Stafford, M. (1990). The acquisition of spelling by

developmentally disabled adults: An examination of some
variations of the look-cover-write-check cycle.
Western Michigan University. Master's theses.

Online Resources

• Stanford Encyclopedia of Philosophy. “Behaviorism.”

retrieved from http://www.academia.edu.