Teaching Spelling Based on the Berninger Model to Second Year Intermediate Female Students

Abstract

The current study aims to investigate the effect of teaching spelling using the Berninger model on second-year intermediate female students. The researcher purposively selected Zahrat Al-Huda Secondary School for Girls, affiliated with the General Directorate of Education in Baghdad/Rusafa II. Using a random selection method, the researcher chose Section (B) comprising ٤٥students as the experimental group to be taught spelling via the Berninger model, and Section (A) comprising (٤٣)students as the control group to be taught the same subject using the traditional method. The researcher established equivalence between the female students in the two research groups regarding the following variables: chronological age (calculated in months), fathers' educational attainment, mothers' educational attainment, and final Arabic language grades for the first intermediate grade from the previous academic year (2024-2025). The researcher employed a quasi-experimental design and utilized a standardized final achievement test for both the experimental and control groups. The test was administered to both samples, and the data were statistically analyzed; the results demonstrated the superiority of experimental group taught using the Berninger model over the control group, which was taught using the traditional method. In light of the findings, the researcher offered several recommendations, including: stocking the school library with resources on teaching methodsparticularly modern ones that teachers require for professional self-development in the field of teaching. And several proposals proposals, including:Conducting a similar study across other branches of the Arabic language adopting the Berninger model and covering various educational stages.