Comparison of Proofreading-Type Standardized Spelling Tests and Written Spelling Test Scores

Abstract

The purposes of the study were: (1) to determine the relationship between proofreading standardized and written spelling test scores for students in grades one through six; and (2) to determine if significant differences exist between mean scores of the two tests. Students from high" medium, and low achieving schools in six geographic areas of the United States took a proofreading-type standardized test and a written spelling test with the same words (V = 3,024). High, significant correlations were found for each grade, and each sex by grade at all levels. Raw score comparisons revealed significant mean score differences in all but the sixth grade. Results suggest that educators are justified in using proofreading tests if information on spelling ability in general is desired. When actual spelling performance is desired, it is necessary for students to write the words.