| Sumario: | The authors discuss their classroom teaching experiences with abandoning weekly spelling tests and fostering student participation to improve spelling ability and literacy. It is suggested that traditional weekly spelling tests frustrate and reduce motivation for students having difficulty spelling, and that success in spelling is directly linked to overall academic achievement. The authors discuss achievement goal theory and review research conducted on the concept and the differences between students interested in appearing intelligent and mastering the subject. Strategies for giving students tasks to promote spelling proficiency, such as having students create images to represent words, personalizing spelling words, and using interactive web sites, are presented.
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