Download or read book Concurrent Academic Predictors of Spelling Performance of Third Grade Children written by Elliott Lessen and published by . This book was released on 2019-05-31 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: The focus of the present study was to identify a set of prerequisite tasks, modality relevant to spelling performance, that when based on accuracy and speed as performance measures, would discriminate between good spellers and poor spellers. A review of related literature suggested that (a) tasks used to date have represented more than one basic behavior per task; (b) tasks that have been used are related to, but are not direct replications of the modality input and output structure of spelling behavior; (c) tasks used have not represented the most basic skills assumed by curriculum hierarchies to be prerequisite to spelling competence; and (d) tasks have been assessed by accuracy alone, without referring to speed (fluency) as a viable performance measure. A spelling test was administered to a group of third graders in Alachua County, Florida. From these results, the top and bottom 25.9 percent (good and poor spellers) were chosen (N=35 per group). Each of these subjects was then assessed on each of eight tasks on three consecutive days. Accuracy and speed scores were obtained for each subject on each task. Discriminant analysis and multiple regression procedures were used to analyze the data. The results of the study indicated that two of the eight tasks used, See CVC trigram/Say nonsense word and Hear two letter blends and digraphs/Write letters, were the best tasks with which to discriminate groups of good and poor third grade spellers. Speed and accuracy scores on the two tasks were found to be nearly equivalent discriminators between the two groups of spellers. The findings of this study indicated that the use of speed and accuracy as performance measures may serve two useful functions. First, speed and accuracy scores discriminate between good and poor spellers. Second, speed and accuracy scores reduce possible misclassifications that may interfere with a child's curricular program. The overall and additional findings have suggested possible alternative research efforts that may help solve the problem of presenting classroom instruction that could promote better spelling achievement. Dissertation Discovery Company and University of Florida are dedicated to making scholarly works more discoverable and accessible throughout the world. This dissertation, "Concurrent Academic Predictors of Spelling Performance of Third Grade Children" by Elliott I. Lessen, was obtained from University of Florida and is being sold with permission from the author. A digital copy of this work may also be found in the university's institutional repository, IR@UF. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation.
Download or read book Concurrent Academic Predictors of Spelling Performance of Third Grade Children written by Elliott I. Lessen and published by . This book was released on 1977 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt: The focus of the present study was to identify a set of prerequisite tasks, modality relevant to spelling performance, that when based on accuracy and speed as performance measures, would discriminate between good spellers and poor spellers. A review of related literature suggested that (a) tasks used to date have represented more than one basic behavior per task; (b) tasks that have been used are related to, but are not direct replications of the modality input and output structure of spelling behavior; (c) tasks used have not represented the most basic skills assumed by curriculum hierarchies to be prerequisite to spelling competence; and (d) tasks have been assessed by accuracy alone, without referring to speed (fluency) as a viable performance measure. A spelling test was administered to a group of third graders in Alachua County, Florida. From these results, the top and bottom 25.9 percent (good and poor spellers) were chosen (N=35 per group). Each of these subjects was then assessed on each of eight tasks on three consecutive days. Accuracy and speed scores were obtained for each subject on each task. Discriminant analysis and multiple regression procedures were used to analyze the data. The results of the study indicated that two of the eight tasks used, See CVC trigram/Say nonsense word and Hear two letter blends and digraphs/Write letters, were the best tasks with which to discriminate groups of good and poor third grade spellers. Speed and accuracy scores on the two tasks were found to be nearly equivalent discriminators between the two groups of spellers. The findings of this study indicated that the use of speed and accuracy as performance measures may serve two useful functions. First, speed and accuracy scores discriminate between good and poor spellers. Second, speed and accuracy scores reduce possible misclassifications that may interfere with a child's curricular program. The overall and additional findings have suggested possible alternative research efforts that may help solve the problem of presenting classroom instruction that could promote better spelling achievement.
Download or read book Research in the Teaching of English written by and published by . This book was released on 1978 with total page 818 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Comprehensive Dissertation Index written by and published by . This book was released on 1989 with total page 780 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Spelling Performance of Third Grade Students written by Jean S. Butyniec Thomas and published by . This book was released on 1995 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated three methods for teaching children how to spell. Third grade students were divided into three conditions for a one-week training period consisting of 15- to 20-minute lessons. One of the two experimental conditions used a whole language approach along with explicit strategy instruction. The second condition used strategy instruction within a traditional setting. The control used strictly a whole language approach to le~ing hO\\l to spell. The spelling perfonnance of all three conditions improved after the one-week training period. However, students in the strategy instruction groups did significantly better on the study "'7ords than the whole language only group. The students in whole-Ianguage-plusstrateg)! instruction outperformed both other groups. Significantly better spelling perfonnance was observed even at the nine-week posttest. This study frrst supported the hypothesis that children can make significantly greater improven1ents in their spelling when explicitly taught how to use spelling strategies. Secondl)', this study indicated that whole language provided a relevant context for the study words, clearly giving the students in the whole-Ianguage-plus-strategy condition an additional advantage.
Download or read book Handbook of Reading Research written by Michael L. Kamil and published by Routledge. This book was released on 2000 with total page 1025 pages. Available in PDF, EPUB and Kindle. Book excerpt: In Volume III, as in Volumes I and II, the classic topics of reading are included--from vocabulary and comprehension to reading instruction in the classroom--and, in addition, each contributor was asked to include a brief history that chronicles the legacies within each of the volume's many topics. However, on the whole, Volume III is not about tradition. Rather, it explores the verges of reading research between the time Volume II was published in 1991 and the research conducted after this date. The editors identified two broad themes as representing the myriad of verges that have emerged since Volumes I and II were published: (1) broadening the definition of reading, and (2) broadening the reading research program. The particulars of these new themes and topics are addressed.
Download or read book American Doctoral Dissertations written by and published by . This book was released on 1987 with total page 532 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2008 with total page 700 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teacher s Professional Development written by Sabine Krolak-Schwerdt and published by Springer Science & Business Media. This book was released on 2014-04-03 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: A central aspect of teachers’ professional knowledge and competence is the ability to assess students’ achievements adequately. Giving grades and marks is one prototypical task in this context. Besides giving grades, assessments for school placements or tracking decisions belong to these tasks. Relevant students’ characteristics which influence teachers’ assessments do not only involve academic achievement but also students’ responses to different task demands as well as non-academic characteristics such as learning motivation or school anxiety. Closely associated with the investigation of teachers’ assessment competences and, more specifically, the investigation of conditions associated with high quality of assessments is the development and evaluation of teacher training programs to improve professional competences. In recent years, there has been considerable progress in the domain of professional teacher training; however, only a very limited number of studies are dedicated to the question to what extend training programs might offer valuable approaches to improve the quality of assessments and to implement high assessment competences. Another important field which is closely related to teachers’ competences concerns the question how teachers’ professional development is linked to students’ learning and learning outcomes. In recent years, the societal demand for evidence that teachers’ professional development will result in improved student learning outcomes is increasing. This volume brings together questions on assessment, training, and learning in the professional development of teachers which have not been fully discussed yet. The identification of these research gaps was the reason for dedicating a series of lectures given at the University of Luxembourg 2012 to the topic of professionalization of teachers in these domains. Therefore, this book contains contributions from outstanding international scholars in different academic disciplines to present ideas about open research questions concerning the domains of assessment, training, and learning in the professional development of teachers.
Download or read book National Union Catalog written by and published by . This book was released on 1982 with total page 1032 pages. Available in PDF, EPUB and Kindle. Book excerpt: Includes entries for maps and atlases.
Download or read book Literacy Predictors of Spelling Abilities for Children 6 0 Through 7 5 Years written by Emily Erin Fay and published by . This book was released on 2004 with total page 72 pages. Available in PDF, EPUB and Kindle. Book excerpt: Emergent literacy is considered an important component in academic development because it is a prerequisite to later reading and writing skills. The purpose of this investigation was to determine which of the following emergent literacy factors significantly predicted spelling abilities in first grade students: (a) correct number of speech sounds, (b) reading abilities, (c) phonological awareness skills, (d) parental (caregiver) education level, (e) socioeconomic status, (f) age, (g) teacher/classroom, and (h) enrollment in reading intervention. Eighty children from a school district in Southwestern Ohio participated in this investigation. Each participant was administered a variety of assessment measures. Results indicated that the PALS reading passage level and the PALS phonological awareness tasks (Letter Sounds and Sound-to-Letter) were collectively significant in predicting the spelling abilities of children 6:0 through 7:5 years.
Download or read book Reading and Spelling written by Charles Hulme and published by Routledge. This book was released on 2012-12-06 with total page 550 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume includes chapters by a number of leading researchers in the area of reading and spelling development. They review what is currently known about both normal and impaired development of decoding, comprehension, and spelling skills. They also consider recent work on the remediation of reading and spelling difficulties in children and discuss effective remedial strategies.
Download or read book The Bender Gestalt as a Concurrent and Predictive Test of Reading Performance written by Patricia Miller Elias and published by . This book was released on 1972 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Spelling and Reading Comprehension written by Kimberly A. Murphy and published by . This book was released on 2016 with total page 131 pages. Available in PDF, EPUB and Kindle. Book excerpt: Considerable research effort has focused on understanding reading comprehension and reading comprehension difficulties. The purpose of the present study was to add to the small but growing body of literature on the role that spelling may play. It was the first to investigate the full range of lexical-level literacy skills and the unique contribution that spelling may make to reading comprehension when controlling for word recognition and vocabulary. The study also examined whether the relation between spelling and reading comprehension varied with spelling scoring metric. Data were collected from 63 children in grade 3 who were participating in a larger study on language and reading comprehension. In addition to measuring reading comprehension, word recognition, and vocabulary, four spelling scoring metrics were examined: the number of words spelled correctly (WSC), the number of correct letter sequences (CLS), and Spelling Sensitivity Scores (Masterson & Apel, 2010) for elements (SSE) and words (SSW). Results of hierarchical regressions showed that spelling was a significant, unique predictor of reading comprehension when the CLS metric was used. The scoring metrics were differentially related to reading comprehension. Metrics that gave credit based on orthographic precision only (WSC, CLS) were more highly related to reading comprehension than metrics that scored across multiple linguistic domains (SSE, SSW) and therefore gave credit even for imprecise spellings (i.e., those that demonstrated phonological accuracy only). These results indicate that spelling may provide unique information about children’s reading comprehension and suggest promising future research directions to investigate the predictive ability of spelling and its potential to aid in the identification of children with, or at risk for, reading comprehension difficulties.
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:
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:
Download or read book Bilingualism and Bilingual Deaf Education written by Marc Marschark and published by Oxford University Press. This book was released on 2014-06-02 with total page 513 pages. Available in PDF, EPUB and Kindle. Book excerpt: In Bilingualism and Bilingual Deaf Education, volume editors Marc Marschark, Gladys Tang, and Harry Knoors bring together diverse issues and evidence in two related domains: bilingualism among deaf learners - in sign language and the written/spoken vernacular - and bilingual deaf education. The volume examines each issue with regard to language acquisition, language functioning, social-emotional functioning, and academic outcomes. It considers bilingualism and bilingual deaf education within the contexts of mainstream education of deaf and hard-of-hearing students in regular schools, placement in special schools and programs for the deaf, and co-enrollment programs, which are designed to give deaf students the best of both educational worlds. The volume offers both literature reviews and new findings across disciplines from neuropsychology to child development and from linguistics to cognitive psychology. With a focus on evidence-based practice, contributors consider recent investigations into bilingualism and bilingual programming in different educational contexts and in different countries that may have different models of using spoken and signed languages as well as different cultural expectations. The 18 chapters establish shared understandings of what are meant by "bilingualism," "bilingual education," and "co-enrollment programming," examine their foundations and outcomes, and chart directions for future research in this multidisciplinary area. Chapters are divided into three sections: Linguistic, Cognitive, and Social Foundations; Education and Bilingual Education; and Co-Enrollment Settings. Chapters in each section pay particular attention to causal and outcome factors related to the acquisition and use of these two languages by deaf learners of different ages. The impact of bilingualism and bilingual deaf education in these domains is considered through quantitative and qualitative investigations, bringing into focus not only common educational, psychological, and linguistic variables, but also expectations and reactions of the stakeholders in bilingual programming: parents, teachers, schools, and the deaf and hearing students themselves.
