Ultimate Spelling For Education
Ultimate Spelling EDU is the world's most advanced spelling learning system for schools. With Ultimate Spelling, you have your spelling teaching requirements completely under control.
Based on proven science, Ultimate Spelling EDU contains all the features of Ultimate Spelling plus:
It's absolutely essential your students graduate with their spelling educational requirements met. With Ultimate Spelling EDU these spelling requirements are more than met. Students also improve academic performance, are prepared for standardized tests, and improve their confidence.
The next step is to see Ultimate Spelling for yourself. Simply fill out the form and we'll send you a free no obligation trial of the full version of Ultimate Spelling EDU.
The Science
Ultimate Spelling is scientifically designed, and utilizes principles based on decades of research in learning, retention, and psychology. Here is a summary of the theory and research behind Ultimate Spelling's effectiveness.
Craik, F., and Tulving, E. "Depth of processing and the retention of words in episodic memory." Journal of Experimental Psychology: General, Vol 104(3) (1975): 268-294. Print and PDF. http://dx.doi.org/10.1037/0096-3445.104.3.268
In this seminal study performed at the University of Toronto, Canada, the authors performed a series of tests in which they gave the study participants a sequence of words to learn, with information related to each word as it appeared in order. They discovered that when the information provided stimulated the participant's brain to process the word on a more involved level (referred to as "deep encoding" or "degree of elaboration" in the study), that word was more effectively learned and remembered. With Ultimate Spelling, the user is given a wide range of additional information about each spelling word, including the word's definition - one of the key factors in enhanced memory, according to this study - as well as usage examples, synonyms, and antonyms.
Gelman, B.D., Gruber, M.J., and Ranganath, C. "States of Curiosity Modulate Hippocampus-Dependent Learning via the Dopaminergic Circuit." Neuron, 22 October 2014, 84(2): 486-496. Web. http://dx.doi.org/10.1016/j.neuron.2014.08.060
Students who are eager to learn are more likely to remember what they have learned, something that the authors of this study demonstrate. They used functional magnetic resonance imaging (fMRI) to show real-time connections between a person's curiosity about a specific topic, and the production of dopamine, the neurotransmitter associated with pleasure and the brain's reward system. The authors also concluded that a higher level of interest and curiosity in a topic or question leads to better memory and enhanced learning. Including exercises that stimulate curiosity, and providing reward mechanisms as part of the study process, also increases a person's ability to absorb and retain information, as the researchers found. Ultimate Spelling has a text import feature that allows each user to include and incorporate practice material that matches their interests, while learning the spelling of words in those texts. The system also uses several different reward systems to encourage users to continue working towards their defined goals.
Garcia, S.M., Tor, A., and Schiff, T.M. "The Psychology of Competition: A Social Comparison Perspective." Perspectives on Psychological Science, November 2013, 8(6):634-650. Print and web. http://dx.doi.org/10.1177/1745691613504114
Each person is influenced by a unique set of factors related to their own status and progress towards goals, but is also affected to a greater or lesser degree by the achievements and perceived standards of the people around them. This analysis of past and current studies looks at the way people view and are motivated by individual goals as well as societal achievement (competition). The authors conclude that effective use of motivational strategies must take both into account. This is something that Ultimate Spelling accomplishes by providing each user with the ability to set personal goals, earn reward points, and view their own progress tracking reports, and also to publish all of those results on public social media platforms.
Kivetz, R., Urminsky, O., and Zheng, Y. "The Goal-Gradient Hypothesis Resurrected: Purchase Acceleration, Illusionary Goal Progress, and Customer Retention." Journal of Marketing Research, February 2006, 43(1):39-58. Web. http://dx.doi.org/10.1509/jmkr.43.1.39
In a study focusing on the influence of reward-scheme programs on behavior, the authors found that when people see visible progress towards their goals they are more likely to increase the activity required to reach those goals. The study also confirms that most people are also motivated by receiving rewards for completing specific activities, even if those rewards are not immediately transferable to actual material or monetary benefits. Status points, rewards, and real-time progress tracking are all methods used in Ultimate Spelling to encourage frequent spelling practice by awarding points for the completion of exercises and activities. Because the user can access their progress charts at any time, they will always be able to see how close they are to achieving their personal spelling goals.
Buton, M., Winterbauer, N., and Todd, T. "Relapse processes after the extinction of instrumental learning: Renewal, resurgence, and reacquisition." Behavioural Processes, May 2012, 90(1): 130–141. Print and web. http://dx.doi.org/10.1016/j.beproc.2012.03.004
Instrumental learning, also called "operant conditioning," is a method by which behaviors are learned in connection with a stimulus, a reward, or both. In this research done at the University of Vermont, the authors studied the ways in which the information connected to a specific behavior is retained when the stimulus is removed, and how subsequent repetition or reward reinforces information recall and a resumption of previously learned behaviors. They conclude that there are two primary methods of reinforcing active memory and behavior: by creating a different way to test the subject's memory, and by providing the opportunity for intensive focused repetition of that stimulus-behavior response. These two methods are widely used in the Ultimate Spelling activities and games to create the link between instruction and memory that is so crucial in effective spelling learning on the student's part.
Xue, G., Mei, L., Chen, C., Lu, Z-L., Poldrack, R., Dong, Q. "Spaced Learning Enhances Subsequent Recognition Memory by Reducing Neural Repetition Suppression." Journal of Cognitive Neuroscience 2011;23(7):1624-1633. Print and web. http://doi:10.1162/jocn.2010.21532
In this study comparing long-term and short-term memory, the study authors tested the neural activity of participants as they memorized a set of images. Half of the study participants used massed learning techniques, in which each new image was presented multiple times in a row; the other half were given the images in a spaced repetition mode, where the images were shown in alternating order. Although each participant saw each image the same number of times, the people in the spaced-repetition exercise were able to accurately remember more images, and for a longer period of time. Repetition is a key technique in learning spelling, and Ultimate Spelling incorporates spaced repetition in two ways. First, the system uses randomized selection of spelling words from the user's current list to populate the activities and exercises, ensuring an interval between word reviews. Second, the system's Word Discover feature provides pop-up instant review of the words on that list, again in random order. By providing users with multiple opportunities throughout the day to read and review their words, Ultimate Spelling provides all of the benefits of the spaced repetition methodology in its spelling instruction.
Blocki, J., Cranor, L., Datta, A., and Komanduri, S. "Spaced Repetition and Mnemonics Enable Recall of Multiple Strong Passwords." Cornell University Library, January 3, 2015. PDF. http://arxiv.org/abs/1410.1490v2
Spaced repetition is a memory training tool that relies on frequent and consistent review of information; mnemonics is a memory technique that involves multiple ways of looking at that information, such as the incorporation of images or story lines. Researchers at Carnegie Mellon University focused on the combination of spaced repetition and mnemonics in evaluating how best to train people to remember specific pieces of information: computer passwords. They found that by combining the two methodologies, the results in both ease of learning and retention were increased. Ultimate Spelling uses each method separately and together to help users learn and remember new spelling words by using the same words in multiple exercises, presenting spelling words in a variety of formats, and encouraging users to add information related to each word to make a personal connection that helps them to remember that word and its correct spelling.
Learning to spell is an ongoing process. It takes years to master all of the intricacies of written language, and what seems to be substantial progress might be followed by an unexplained relapse in spelling mastery later.
It takes patience, practice, and a lot of energy to help children achieve spelling efficiency. Spelling is part memorization, and part critical thinking.
A speller will generally start by learn spelling rules and their exceptions, and will apply these when trying to figure out the spelling of unknown words. For a language that’s as challenging to master as English is, it’s no surprise that spelling rules are complicated by homophones, words from foreign languages, and tricky spelling patterns not found anywhere else that create constant exceptions to those rules. How can a student correctly guess the spelling of “quays” when it can rhyme with both “keys” and “bays” — depending on the pronunciation habits of the region where that student lives?
Spelling is part phonology, part morphology
Spelling calls for a great deal of memorization, because a student needs to be able to accurately recall the orthography of tricky words. But it also calls for critical thinking, and the implementation of the student’s store of existing linguistic and morphological knowledge.
It’s not sufficient to memorize a word’s spelling in blocks; in other words, to memorize “receive” as a whole-word image in your head. While it might be effective, it doesn’t really mean you know how to spell the word, or words with the same letter pattern.
Invented spelling
Invented or inventive spelling is how people try to figure out a word’s spelling by activating their existing spelling knowledge. For example, a learner will rely on pronunciation and spelling knowledge they already possess to decode the spelling of a word like “rough.”
At their first attempt they might get “ruff” instead of “rough,” or come up with “road” when they really meant to spell “rowed.” As a learning strategy, invented learning is useful. It helps the learner draw on their spelling knowledge to figure out the spelling of new words. But it’s not a stand-alone strategy either. Morphology needs to be learned as well, because this is what allows the learner to understand basic spelling rules and principles that govern English spelling.
Memorize or not?
Memorizing spelling patterns helps us get the correct spelling of words, but when homophones come into play, things get really messy. Spelling knowledge cannot be applied in a vacuum.
A word’s spelling is always informed by context, intended meaning, and the speaker’s linguistic competency. This means that even if a word has an homophone, it should be possible to figure out the correct spelling.
Therefore, if a person wants to spell “write” but spells it as “right” instead, that doesn’t mean they fail to memorize the right spelling of “write.” It simply means that they momentarily forgot to activate their critical thinking and linguistic knowledge. By paying attention, they’ll immediately see that even though the two words are homophones, the correct way to complete the sentence, “He _______ a Victorian novel” is with “writes” and not “rights.”
To conclude, memorization alone is not a sure-fire way to master spelling.
While spelling mastery means being able to memorize spelling rules and principles, ultimately what makes someone a great speller is their ability to use linguistic knowledge (both phonological and morphological) to expand their spelling mastery to deal with new words. A student still has to learn how sounds correspond to letters and what exceptions exists. They also need to know basic morphological rules, such as how certain nouns get an –e suffix when turned into a verb, and what changes that causes in pronunciation. For example:
“take a bath” vs. “to bathe”
“hold your breath” vs. “to breathe”
Spelling is a human invention. We took phonetic representation of words and implemented rules about how this would translate into written language. It is also continuously evolving as language and society changes. That’s one reason why spelling cannot be naturally or instinctively acquired like speech is. It has to be explicitly taught. Spelling is best learned through a combination of learning strategies that combine memorization, phonological skills, and morphological awareness. This way, spelling knowledge is comprehensive, critical, and correct.
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