Read Books Online and Download eBooks, EPub, PDF, Mobi, Kindle, Text Full Free.
Effects Of Traditional Versus Extended Word Study Spelling Instruction On Student Achievement And Transfer Of Orthographic Knowledge
Download Effects Of Traditional Versus Extended Word Study Spelling Instruction On Student Achievement And Transfer Of Orthographic Knowledge full books in PDF, epub, and Kindle. Read online Effects Of Traditional Versus Extended Word Study Spelling Instruction On Student Achievement And Transfer Of Orthographic Knowledge ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
Book Synopsis Effects of Traditional Versus Extended Word Study Spelling Instruction on Student Achievement and Transfer of Orthographic Knowledge by : Mary Abbott
Download or read book Effects of Traditional Versus Extended Word Study Spelling Instruction on Student Achievement and Transfer of Orthographic Knowledge written by Mary Abbott and published by . This book was released on 2000 with total page 334 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2008 with total page 568 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of Using Words Their Way in the Orthographic Knowledge of Second Grade Students by : Stacy Meseck
Download or read book The Effects of Using Words Their Way in the Orthographic Knowledge of Second Grade Students written by Stacy Meseck and published by . This book was released on 2009 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine how using the Words Their Way (Bear, Invernizzi, Templeton, and Johnston, 2008) approach impacts second grade students' orthographic knowledge. This study used a pretest/posttest design during the fall trimester of the 2009-2010 school year. A pretest was given to determine the correct instructional spelling stage for each student. Students received word study instruction for fifteen minutes each day where they closely examined word patterns. After nine weeks, students were given a posttest to determine how much growth was made. Students were given a spelling survey at the beginning of the study to determine their initial feeling towards spelling. At the conclusion of the study, students were given the same survey to make note of any changes in feelings after receiving word study instruction. Word study instruction from Words Their Way (Bear et al. 2008) was implemented to increase students' orthographic knowledge. Assessments were given and data were collected on a regular basis through the completion of word study activities and spelling tests. The data and results showed an increase in the orthographic knowledge of most students in the study which supported my hypothesis.
Book Synopsis A Study of the Effects of Word-study Integrated Spelling Instructional Model Versus Traditional Spelling Model on Fourth and Fifth Grade Students' Spelling Achievement by : Sonija Abshier Settle
Download or read book A Study of the Effects of Word-study Integrated Spelling Instructional Model Versus Traditional Spelling Model on Fourth and Fifth Grade Students' Spelling Achievement written by Sonija Abshier Settle and published by . This book was released on 1991 with total page 214 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine the effects of a Word-Study Integrated Instructional Spelling Model versus the Traditional Spelling Method on the academic spelling achievement of thirty fourth and fifth grade students attending an elementary school.
Book Synopsis The Effects of Using Words Their Way on the Orthographic Knowledge of First Grade Students by : Lindsay Landolt
Download or read book The Effects of Using Words Their Way on the Orthographic Knowledge of First Grade Students written by Lindsay Landolt and published by . This book was released on 2011 with total page 60 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine the effects of Words Their Way on first grade students' orthographic knowledge. The study was conducted over a nine-week period during the fall semester of the 2011-2012 school year. The study followed a pretest/psttest design. Two different pretests were given to determine the appropriate instructional spelling stage for each student. Students received word study instruction for 10-15 minutes three days a week. In a small group setting, students closely observed spelling patterns through hands-on sorting activities. After nine weeks, students were given two different posttests to determine the amount of growth made. The words study instruction was implemented with the use of Words Their Way (Bear et al. 2008) materials to increase sudents' orthographic knowledge. Assessments were given and data was collected through the PSI (Primary Spelling Inventory), spelling stage assessments, and an anecdotal journal. The results of this study showed an increase in orthographic knowledge of first grade students which supported my hypothesis.
Book Synopsis A Closer Look at Spelling by : Grace Oakley
Download or read book A Closer Look at Spelling written by Grace Oakley and published by . This book was released on 2015-11-15 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: In this book the authors take a closer look at spelling, the teaching and learning of which is considerably more complex than is often assumed. In order to spell well, children need to learn how to strategically use knowledge about phonology, orthography, morphology and etymology. It is also a visual activity that involves the laying down and retrieval of visual representations of words and word parts in memory. Children also need to learn how to use the metalanguage associated with spelling - words like phoneme, syllable, affixes and morpheme - as this will help them talk and think about spelling strategies. Thus, spelling is a language activity and also a thinking activity. Ideally, it should also be a meaningful activity that is engaged in with a positive attitude. The authors draw on the theoretical and research literature, as well as classroom examples, to explain how to teach primary school aged children to use multiple strategies to spell. They also consider the assessment of spelling, as well as how to assist those who have difficulties in learning to spell.The work makes links to the Australian Curriculum: EnglishThis book would help primary and preservice teachers by providing them with understandings, based on research and theory, which would help them choose and use appropriate pedagogical strategies (also provided in the book) to teach spelling to children with diverse needs, including children from EAL/D backgrounds and those with difficulties and disabilities that impact on spelling.
Book Synopsis The Effects of Tailored Word Study on Spelling Performance in Children in Grade 2 in a Title 1 School by : Jennifer Jeanne Coffman
Download or read book The Effects of Tailored Word Study on Spelling Performance in Children in Grade 2 in a Title 1 School written by Jennifer Jeanne Coffman and published by . This book was released on 2006 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of Using Words Their Way on Student Achievement in Spelling by : Margaret G. Jacobson
Download or read book The Effects of Using Words Their Way on Student Achievement in Spelling written by Margaret G. Jacobson and published by . This book was released on 2009 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine if the use of word study, as presented in Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction, would increase first graders' achievement in spelling as compared to the traditional basal method instruction. This study used a pre- and posttest design with a comparison to a control group. The study was administered in two first grad classrooms during the fall semester of the 2009-2010 school year. Two separate pretests were given to determine baseline data for each student prior to the beginning of the treatment. The collection of informal data, in the form of anecdotal records, was gathered on a weekly basis. The posttests were administered at the end of the treatment period. The data collected from the posttests supported our hypothesis that using word study, as presented in Words Their Way, would increase achievement in spelling.
Book Synopsis Development of Orthographic Knowledge and the Foundations of Literacy by : Shane Templeton
Download or read book Development of Orthographic Knowledge and the Foundations of Literacy written by Shane Templeton and published by Routledge. This book was released on 2013-07-04 with total page 400 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume unites spelling and word recognition -- two areas that have largely remained theoretically and empirically distinct. Despite considerable advances in the investigation of processes underlying word perception and the acknowledgement of the seminal importance of lexical access in the reading and writing processes, to date the development and functioning of orthographic knowledge across both encoding and decoding contexts has rarely been explored. The book begins to fill this void by offering a coherent and unified articulation of the perceptual, linguistic, and cognitive features that characterize an individual's advancing word/orthographic knowledge, providing evidence for a common knowledge base underlying spelling in writing and word recognition in reading. From a developmental perspective, the studies and syntheses presented in this volume blend insights from psychology and language study with those from clinical and classroom observations. These insights help explain how individuals, from preschool through adolescence, develop knowledge of the orthographic system underlying word structure in English and how they apply this knowledge in actual writing and reading contexts. Implications are drawn for the assessment and teaching of spelling, vocabulary, and word analysis from primary through middle grades.
Book Synopsis The Contributions of Orthographic Processing Factors to the Spelling Achievement of Middle-Elementary Students by : Jane M. Radaj
Download or read book The Contributions of Orthographic Processing Factors to the Spelling Achievement of Middle-Elementary Students written by Jane M. Radaj and published by . This book was released on 2013 with total page 243 pages. Available in PDF, EPUB and Kindle. Book excerpt: The study examined the contributions of orthographic processing factors to the spelling achievement of typically developing middle-elementary students. The researcher framed orthographic processing as a multilinguistic, multidimensional construct involving process factors related to procedural orthographic operations and product factors related to declarative orthographic knowledge. Accordingly, the basic correlational design analyzed data related to phonological awareness, orthographic coding, word-specific (lexical) orthographic knowledge, general (sublexical) orthographic knowledge, spoken morphological awareness, receptive oral vocabulary, and the composite predictor variables of declarative orthographic knowledge and orthographic processing. The researcher and two trained assistants collected the data from a convenience sample of 59 fourth and 71 fifth grade students from three research sites in southeastern Wisconsin using a battery of standardized and experimental tasks. Overall spelling achievement measured with a norm-referenced assessment and multilinguistic spelling achievement assessed with a multilinguistic, prescriptive spelling instrument functioned as the dependent variables. Pearson product-moment correlation analysis disclosed significant relationships among all research variables including a strong relationship between the two dependent variables. Hierarchical multiple regression analyses indicated that orthographic processing, orthographic coding, declarative orthographic knowledge, and word-specific (lexical) knowledge predicted unique variance in overall spelling achievement and multilinguistic spelling achievement. The largest significant contributions occurred when orthographic coding, word-specific (lexical) orthographic knowledge, and general (sublexical) orthographic knowledge entered the regressions as separate predictor variables. In addition, spoken morphological awareness contributed unique variance to spelling achievement in five out of six of the regressions. Phonological awareness contributed significant unique variance to multilinguistic spelling achievement only when regressed with orthographic coding, word-specific (lexical) orthographic knowledge, and general (sublexical) orthographic knowledge. Further, the findings indicated that middle-elementary students drew upon phonological, orthographic, and morphological linguistic processes while spelling, consistent with the repertoire theory of spelling. Thus, the implications of the study suggested that spelling instruction and assessment should address the multidimensional nature of orthographic processing within a multilinguistic framework.
Book Synopsis A Mixed-methods Study of the Impact of Cued Spelling on Student Achievement and Attitudes Toward Spelling by : Brandon Salsman
Download or read book A Mixed-methods Study of the Impact of Cued Spelling on Student Achievement and Attitudes Toward Spelling written by Brandon Salsman and published by . This book was released on 2010 with total page 76 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine if there was a significant increase between seventh and eighth grade students' spelling achievement and attitudes toward spelling when cued spelling was utilized for spelling instruction versus the use of traditional spelling instruction. This mixed-methods study included two seventh grade classes and two eighth grade classes at the same school. All students within the study received the same two types of spelling instruction. Approximate instructional spelling levels were determined using graded spelling lists. Participants were instructed using a traditional spelling approach for the first six weeks and cued spelling approach for the final six weeks of the study. Spelling levels were assessed using graded spelling lists and attitudes toward spelling were measured using a teacher-created questionnaire at the completion of each six-week period. Paired samples t-Test results indicated there was no significant difference in spelling achievement between the cued spelling approach and traditional spelling instruction; therefore, the hypothesis was rejected. The results of the questionnaire, for both seventh and eighth grade students, revealed a significant increase in students' preference for studying spelling with a partner during cued spelling over studying spelling alone during traditional spelling instruction. Therefore, the hypothesis was accepted for this question. However, the hypothesis regarding students learning to spell new words, perceiving spelling is easy, or that having to spell new words helps their writing was rejected.
Book Synopsis The Effects of Using Word Study Instruction on Students' Spelling and Writing Ability in a Second Grade Classroom by : Amy M. Wallace
Download or read book The Effects of Using Word Study Instruction on Students' Spelling and Writing Ability in a Second Grade Classroom written by Amy M. Wallace and published by . This book was released on 2008 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt: Subjects in a second grade classroom, reading below grade level, demonstrated a lack of ability to transfer taught spelling patterns to written work. The researcher provided treatment, using word study instruction, for a group of 10 subjects in Alburnett, Iowa during the fall of 2008. The study used the pretest and posttest approach. This type of research focused on one group of subjects and the effects of a particular treatment on those subjects. Instruction followed a 5 day instructional cycle including weekly pretests and posttests. The hands-on activities included word sorts and word hunts. Data collected included Basic Reading Inventory, Primary Spelling Inventory, weekly sentence dictation assessment, and an observation log of student spelling. Results indicated most subjects making progress according to Basic Reading Inventory and Primary Spelling Inventory scores, however results proved inconclusive when examining student transfer of spelling patterns learned to written work.
Book Synopsis Predictive Value of Orthographic Processing for Spelling Proficiency by : Hannah Krimm
Download or read book Predictive Value of Orthographic Processing for Spelling Proficiency written by Hannah Krimm and published by . This book was released on 2013 with total page 22 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Linguistics and Language Behavior Abstracts by :
Download or read book Linguistics and Language Behavior Abstracts written by and published by . This book was released on 2009-04 with total page 654 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Spelling Across Orthographies by : Teresa Limpo
Download or read book Spelling Across Orthographies written by Teresa Limpo and published by Frontiers Media SA. This book was released on 2021-07-29 with total page 230 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effect of Traditional Spelling Instruction and Word Study Instruction on Correct Spelling, Spontaneous Writing, and Inductive Reasoning by : Linda W. Holloway
Download or read book The Effect of Traditional Spelling Instruction and Word Study Instruction on Correct Spelling, Spontaneous Writing, and Inductive Reasoning written by Linda W. Holloway and published by . This book was released on 1999 with total page 254 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Effects of an Interactive Approach to Word Study Versus a Traditional Spelling Approach by : Rhonda Rook
Download or read book Effects of an Interactive Approach to Word Study Versus a Traditional Spelling Approach written by Rhonda Rook and published by . This book was released on 2008 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt:
