InSPECT Strategy Professional Developer’s Guide developed by David McNaughton and Charles Hughes The Learning Strategy Series 2006 The University of Kansas Center for Research on Learning Lawrence, Kansas University of Kansas Center for Research on Learning 2002

InSPECT A Strategy for Finding and Correcting Spelling Errors Can be used in work generated with a word-processing based spellchecker Can be adapted for use with hand-held spellcheckers University of Kansas Center for Research on Learning 2006 University of Kansas Center for Research on Learning 2002

Instructional Goals To help students understand how reducing the number of spelling errors in their written work will improve their ability to communicate. To increase the number of spelling errors detected and corrected by students while proofreading. To decrease the number of spelling errors in the final draft of students’ written work. University of Kansas Center for Research on Learning 2006

Typical Spelling Errors Misspelled words (e.g., “kat” instead of “cat”) Words that will be detected as errors by the spellchecker. Misused words (e.g., “to” instead of “two” or “pints” instead of “points”) Words that will not be detected as errors by the spellchecker because they are homophones or typographical errors. University of Kansas Center for Research on Learning 2006

Research Results Percentage of errors corrected Before training in InSPECT: 41% After training in InSPECT: 75% University of Kansas Center for Research on Learning 2006

Computer Disks Each manual comes with: Minimum software requirements: One floppy disk for use with Macintosh computers. Minimum software requirements: MS Word 5.1, Claris Works 5.0, or MS Works 4.0 One floppy disk for use with IBM-compatible computers. MS Word 6.0 or MS Works 4.0 University of Kansas Center for Research on Learning 2006

Organization of Disks University of Kansas Center for Research on Learning 2006

The Instructional Stages Stage 1: Pretest Stage 2: Describe and model Stage 3: Verbal practice Stage 4: Controlled practice Stage 5: Advanced practice and feedback Stage 6: Posttest and make commitments Stage 7: Generalization University of Kansas Center for Research on Learning 2006

The InSPECT Strategy In Your Document Start the Spellchecker Pick the Correct Suggestion Estimate the Correct Spelling Correct Additional Errors Transfer Your Corrections University of Kansas Center for Research on Learning 2006

The “In” Step In Your Document Go INto your document, or Have your document IN front of you. University of Kansas Center for Research on Learning 2006

Example Passage There once was a boy named Nick. He had a twin brother namd Matthew. They lived in Minnesota. They were excelent deer and pheasant hunters. Matthew and Nick also were great fishermun. He and his brother had won many fshn contests. Matthew had two dogs. One was a gurl and the other was a boy. They were two of the best digs around. Their names were Becky and Frank. Nick had two hawks. Their names were Tim and Tom. Tim and Tom lived in the woods behind they’re house. Whenever Matthew or Nick wistled, they came to them. The dogs and the hawks made a great tam. The dogs made the pheasants fly, and than the hhwwks would gat them in the neck or Nick would get them with his rifle. Matthew and Nick’s parunts owned a 95-acre farm. One fourth of it was woods. It had two ponds were Matthew and Nick could get bait for fishing. One night, after a busy day, Matthew, Nick, and ther mom and dad sat down for diner. They had eggs, sausage, buttered brd and milk. After dinner Matthew end Nick brought out treats for Becky, Frank, Tim, and Tom. Matthew whistled and Nick called his dogs. Them all came. The hawks got the sausage and the dgs got the milk and the eggs. Misspelled Words (S) Misused Words (U) 12 8 — — = x 100 = % 12 8 20 + University of Kansas Center for Research on Learning 2006

The “S” Step Start the Spellchecker Place the cursor at the beginning. University of Kansas Center for Research on Learning 2006

The “P” Step Pick the Correct Suggestion When the spellchecker highlights an error: Read the sentence the error appears in. Look at the suggestions; decide which is correct. Make the change. University of Kansas Center for Research on Learning 2006

The “E” Step Estimate the Correct Spelling When no suggestion is provided or you can’t decide what the correct suggestion is: Say the word aloud and add letters that you hear, or Use a synonym. University of Kansas Center for Research on Learning 2006

The “C” Step Correct Additional Errors Once all computer-highlighted errors are corrected: Print a copy of the document. Read the document aloud. Check for homophones and typographical errors. University of Kansas Center for Research on Learning 2006

Common Homophones & Strategies Word Meaning/Usage its shows ownership it’s “it is” or “it has” Example The team was proud of its winning record. The ball went into the street. It’s now flat. Strategy Ask the question, “Can I put the words ‘it has’ or ‘it is’ in the sentence?” If yes, use an apostrophe. If no, no apostrophe is needed. University of Kansas Center for Research on Learning 2006

Common Homophones & Strategies Word Meaning/Usage than compared to or with then at that time or after Example I’d rather have a pizza than a burger. After I eat the pizza, then I’ll eat a burger. Strategy Ask the question, “Does the word tell ‘when’ something happened?” If yes, use “then,” and remember the story of the Little Red Hen (First she planted the seeds, then she harvested the wheat, then she turned it into flour, then she made the bread, and then she ate the bread) and that “hen” is part of “then.” If no, use “than. University of Kansas Center for Research on Learning 2006

Common Homophones & Strategies Word Meaning/Usage their shows ownership there in or at a place they’re “they are” Example They will drive their car to the game. They will drive there in a blue car. They’re driving as fast as they can. Strategy Ask the question, “Can I put the words ‘they are’ in place of this word?” If yes, use an apostrophe. If no, ask yourself if the word following it is something that can be owned. If yes, use “their,” and remember that an “heir” is a person who owns something new when a parent dies, and that “heir” is part of “their.” If no, use “there,” which answers the question, “Where?” University of Kansas Center for Research on Learning 2006

Common Homophones & Strategies Word Meaning/Usage to in the direction of too also, very two the number 2 Example He is driving to the ocean. He is driving too fast. He will be gone for two weeks. Strategy Use “to” except when: the word is a number. In this case, use “two” and remember there are “two” loops or v’s in a “w.” the word means “very” or “also.” In this case, add an extra “o.” University of Kansas Center for Research on Learning 2006

Common Homophones & Strategies Word Meaning/usage who’s “who is” whose shows ownership Example Who’s going to the game? Whose home is this? Strategy Ask yourself, “Can I use the words ‘who is’ in the sentence?” If yes, use an apostrophe. If no, no apostrophe is needed. Use the word “whose.” University of Kansas Center for Research on Learning 2006

Homophones awl: a tool used to punch holes all: everything or everyone be: to live bee: the insect been: was bin: a container buy: to purchase by: beside bye: farewell capital: a capital letter; the capital city of a state; money; great capitol: the building in which the legislature works cents: money sense: a feeling dear: a term of affection deer: the four-legged animal for: given to; because four: a number hear: to listen to here: refers to a place hole: an opening in something whole: complete hour: refers to the time of day our: implies ownership its: implies ownership it’s: it is know: to understand no: not so; opposite of yes University of Kansas Center for Research on Learning 2006

Homophones new: having been made recently knew: understood one: a number won: to finish first principal: the head of a school principle: main; primary read: to learn from a book red: the color right: correct write: to compose with a pen or pencil sea: the ocean see: to look at their: implies ownership there: a place or direction they’re: they are threw: to toss through: to pass between to: in the direction of too: also; very two: the number who’s: who is whose: shows ownership University of Kansas Center for Research on Learning 2006

The “T” Step Transfer Your Corrections Type in your corrections. Run the spellchecker. Print a final copy. University of Kansas Center for Research on Learning 2006

Scoring Procedures Pretest, Advanced Practice, & Posttest (With student-composed passages) 1. Count the total number of words. 2. Circle all spelling errors. 3. Subtract the number of misspelled words from the number of total words to obtain the total number of correct words. 4. Divide the total number of correct words by the total number of words in the document. 5. Multiply the resulting number by 100 to obtain the student’s final score (percentage of words correct). Mastery: 95% University of Kansas Center for Research on Learning 2006

Example Scoring: Pretest I went to the basball gaem on Saterday. My teem one, so I was happy. Later we road home on the subway. Than I watched TV and ate diner. I went to sleap tyred end full. Total words: 36 Spelling errors: -11 Total words correct: 25 % words correct: 25/36 = 69% University of Kansas Center for Research on Learning 2006

Scoring Procedures With Controlled Practice Passages 1. Print final product; circle the errors not corrected. 2. Count the number of “Misspelled Words” not corrected by the student. Subtract the number of “Misspelled Words” from 12 to obtain the number of Misspelled Words corrected. 3. Count the number of “Misused Words” not corrected by the student. Subtract the number of “Misused Words” from 8 to obtain the number of Misused Words corrected. 4. Add the number of Misspelled Words and Misused Words corrected. 5. Divide the total number of words corrected by 20 (the total number of errors in each passage). Multiply the resulting number by 100 to obtain the student’s final score (percentage of spelling errors corrected). Mastery: 75% or more of the spelling errors are corrected University of Kansas Center for Research on Learning 2006

Example Scoring: Controlled Practice There once was a boy named Nick. He had a twin brother namd Matthew. They lived in Minnesota. They were excelent deer and pheasant hunters. Matthew and Nick also were great fishermun. He and his brother had won many fishing contests. Matthew had two dogs. One was a gurl and the other was a boy. They were two of the best digs around. Their names were Becky and Frank. Nick had two hawks. Their names were Tim and Tom. Tim and Tom lived in the woods behind they’re house. Whenever Matthew or Nick wistled, they came to them. The dogs and the hawks made a great tam. The dogs made the pheasants fly, and than the hawks would get them in the neck or Nick would get them with his rifle. Matthew and Nick’s parunts owned a 95-acre farm. One fourth of it was woods. It had two ponds were Matthew and Nick could get bait for fishing. One night, after a busy day, Matthew, Nick, and ther mom and dad sat down for diner. They had eggs, sausage, buttered bread and milk. After dinner Matthew end Nick brought out treats for Becky, Frank, Tim, and Tom. Matthew whistled and Nick called his dogs. Them all came. The hawks got the sausage and the dogs got the milk and the eggs. Misspelled Words (S) Misused Words (U) 12 8 — — = x 100 = % 12 8 20 7 2 5 6 5 + 6 11 55 University of Kansas Center for Research on Learning 2006

Candidate for a Pullet Surprise I have a spelling checker, It came with my PC. It plane lee marks four my revue Miss steaks aye can knot sea. Eye ran this poem threw it, Your sure reel glad two no. Its vary polished in it’s weigh. My checker tolled me sew. University of Kansas Center for Research on Learning 2006

Candidate for a Pullet Surprise A checker is a bless sing, It freeze yew lodes of thyme. It helps me right awl stiles two reed, And aides me when eye rime. Each frays come posed up on my screen Eye trussed to bee a joule. The checker pours o'er every word To cheque sum spelling rule. University of Kansas Center for Research on Learning 2006

Candidate for a Pullet Surprise Bee fore a veiling checker's Hour spelling mite decline, And if we're lacks oar have a laps, We wood bee maid too wine. Butt now bee cause my spelling Is checked with such grate flare, Their are know fault's with in my cite, Of none eye am a wear. University of Kansas Center for Research on Learning 2006

Candidate for a Pullet Surprise Now spelling does knot phase me, It does knot bring a tier. My pay purrs awl due glad den With wrapped word's fare as hear. To rite with care is quite a feet Of witch won should be proud. And wee mussed dew the best wee can, Sew flaw's are knot aloud. University of Kansas Center for Research on Learning 2006

Candidate for a Pullet Surprise Sow ewe can sea why aye dew prays Such soft wear four pea seas, And why eye brake in two averse Buy righting want too pleas. Written by Jerrold H. Zar, The Graduate School Northern Illinois University Published January/February 1994, on page 13, in Journal of Irreproducible Results. University of Kansas Center for Research on Learning 2006