Enhancing Spelling Proficiency in English Among Grade Seven Learners Through the Implementation of the Cover-Copy-Compare (CCC) Strategy

Jonelson  C. Escandallo,; Deveyvon  L. Espinosa,; Kristy Jane  R. Muegna,; Conie  Cerna,; Regine  Generalao,; Sheryl  Magpatoc,; Novalyn  Mosqueda,; Gel Rhea  Duerme,; Rhean Vincent  Calderon,; Niza  Genita,

Enhancing Spelling Proficiency in English Among Grade Seven Learners Through the Implementation of the Cover-Copy-Compare (CCC) Strategy

Discipline: Education

Abstract:

This study, conducted at Doña Carmen Soriano National High School - Extension in Gabuyan, Kapalong, Davao del Norte, Philippines, examines the effectiveness of the Cover-Copy-Compare (CCC) strategy in enhancing spelling proficiency among Grade 7 learners. The CCC strategy, a method used to improve spelling, math, and sight word recognition, was implemented to address notable spelling difficulties observed among the students. The research objectives were to determine the level of spelling proficiency among Grade 7 learners before and after implementing the CCC strategy and to explore the impact of this strategy on their spelling proficiency. Additionally, the study sought to gather insights from teachers and students on the use of the CCC strategy in improving spelling proficiency. Employing a quantitative-descriptive method supplemented with interviews, the study provided a comprehensive understanding of the spelling proficiency challenges and the effectiveness of the CCC intervention. Thirty-seven Grade 7-Sampaguita students participated in pre-test, the CCC intervention, and post-test. Fourteen participants, including seven teachers and seven students, were selected for in-depth interviews and focus group discussions. Findings revealed that the initial spelling proficiency of students was very low across various areas, as measured by the Barnell-Loft Diagnostic Achievement Test. Post-intervention results showed a significant improvement in spelling proficiency, with students achieving high scores in the same areas. The impact of the CCC strategy was evident in improved recognition of word patterns, increased self-confidence, enhanced retention of word spellings, and a reduction in spelling mistakes. Teacher and student insights highlighted the effectiveness of the CCC strategy, its smooth integration into daily lessons, and its role in promoting self-monitoring and immediate feedback for self-correction. The study underscores the importance of research-based strategies like CCC in enhancing spelling proficiency, offering valuable implications for educational practices aimed at improving literacy skills.

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