Improving Spelling Ability Among Grade 2 Learners Through Drill-Based Intervention on Basic Sight Words

Elvie Ross  Jison,

Improving Spelling Ability Among Grade 2 Learners Through Drill-Based Intervention on Basic Sight Words

Discipline: Education

Abstract:

Spelling is a foundational skill in literacy development, serving as a precursor to writing and effective communication. Grade 2 learners transitioning from learning to reading to learn must master basic skills like spelling to support their academic growth. This action research evaluates the effectiveness of drill-based interventions in enhancing the spelling ability of Grade 2 learners at Parayao Centro Elementary School. The study employed a single-group pretestposttest design to measure the learners' spelling performance before and after a two-week intervention period. The intervention consisted of structured drill-based activities focused on basic sight words. Pretest results revealed that the learners faced significant challenges in spelling, as indicated by their low mean scores. Post test results demonstrated a statistically significant improvement in their spelling performance, confirming the efficacy of the intervention. Based on the findings, drill-based interventions are recommended for integration into regular classroom instruction and teacher professional development programs in the Binmaley District I. This approach not only improves spelling ability but also strengthens foundational literacy skills essential for learners’ academic success.

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