| dc.contributor |
Gunston-Parks, Cynthia |
en_US |
| dc.contributor.advisor |
Underwood, Terry |
en_US |
| dc.contributor.author |
Ross, Jodie Lee |
|
| dc.date.accessioned |
2011-07-05T14:58:27Z |
|
| dc.date.available |
2011-07-05T14:58:27Z |
|
| dc.date.issued |
2011-07-05 |
|
| dc.date.submitted |
2011-05-05 |
|
| dc.identifier.uri |
http://hdl.handle.net/10211.9/1179 |
|
| dc.description |
Thesis (M.A., Education (Language and Literacy)) -- California State University, Sacramento, 2011. |
en_US |
| dc.description.abstract |
Traditionally, English orthography is viewed as an irregular system and spelling instruction consists of rote memorization of words. However, it is widely acknowledged that our spelling system is indeed regular and children benefit from studying these regular patterns. Additionally, spelling does not need to be taught separately, as there is a strong relationship between reading and spelling. Word study is an approach to spelling instruction that educators can use to help children develop a deeper understanding of English orthography. Studying words helps children make generalizations that they can apply to the reading and spelling of new words.
Sources of Data
Students in two second-grade classrooms in the Sacramento area were given pre and post assessments in both spelling and phonics. The treatment class received six weeks of supplemental differentiated word study instruction. The treatment group's assessment gains were compared with the control group gains. In addition, a descriptive analysis was conducted with the treatment group to provide a more holistic view of word study in the classroom.
Conclusions Reached
While an analysis of variance failed to show that students in the treatment group scored significantly differently than students in the control group, both groups did make significantly higher posttest gains on both spelling and phonics measures when looked at separately. However, and analysis of magnitude produced evidence that supplemental differentiated word study had a greater impact on learning than did the basal reading program used alone. Additionally, observational and interview data indicated high levels of student motivations and engagement in word study. |
en_US |
| dc.description.sponsorship |
Education (Language and Literacy) |
en_US |
| dc.language.iso |
en_US |
en_US |
| dc.subject |
Spelling |
en_US |
| dc.subject |
Phonics |
en_US |
| dc.subject |
Reading |
en_US |
| dc.title |
A look at developmental word study |
en_US |
| dc.type |
Thesis |
en_US |
