1. 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

2. 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

3. 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

4. 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

5. 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

6. 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

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

8. 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

9. 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

10. 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

11. 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 = % +
University of Kansas Center for Research on Learning 2006

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

13. 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

14. 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

15. 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

16. 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

17. 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

18. 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

19. 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

20. 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

21. 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

22. 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

23. 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

24. 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

25. 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

26. 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

27. 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 = % 7 2 5 6 5 + 6 11 55
University of Kansas Center for Research on Learning 2006

28. 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

29. 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

30. 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

31. 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

32. 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