The Effect of Using a Comprehensive Approach for Teaching High Frequency Words on Developing the Writing Skill of Seventh Graders in Gaza

Abstract

This study investigated the effect of using a comprehensive approach for teaching high frequency words on developing the writing skills of seventh graders in Gaza. Sample of the study consisted of 59 male students. The sample was purposively chosen from Nuseirat Prep. Boys School "B". It was divided into two groups, experimental consisted of 29 and control group consisted of 30 students. The two groups were equivalent in their previous learning , achievement in English language in general and achievement in writing and spelling in particular. To collect data and achieve the goal of the study, the researcher used three tools, card analysis to determine the most frequent words in English for Palestine grades 5,6 and 7, pre/ post achievement tests( spelling and writing) and a portfolio to measure the progress in writing skills. Data gathered from the card analysis revealed that there were 150 words that are frequently used in reading and writing exercises in the three grades. The researcher pre-tested the two groups in spelling and writing. The comprehensive approach was used to teach the experimental group while the traditional method was used with the control group. The two groups were tested again in spelling and writing after the application of the experiment. The results were statistically analyzed. The study findings revealed that there were significant differences between the mean scores attained by the experimental group and those by the control group in favor of the experimental group. This was due to the comprehensive approach. Post intervention data indicated a remarkable increase in the experimental group's achievement in writing skills and ability to transfer their knowledge of spelling skills into daily writing.