Dissertations / Theses: 'Spelling ability'

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Roper, Catherine Elizabeth. "Metaphonological awareness and spelling ability." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/30293.

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The purpose of the present study was to investigate the relationship between metaphonological awareness and spelling ability. Twenty-five children in Kindergarten and Grades One and Two were asked to participate in two tasks of metaphonological awareness, one involving phoneme segmentation (Yopp,1988) and the other phoneme deletion (Rosner,1975). Children were also asked to provide self-generated spelling samples. Spelling samples were then analyzed according to a spelling assessment scheme developed for this study and based on the developmental spelling stages outlined by Beers and Beers (1981) and Gentry (1982). The major finding from this study is that some aspects of metaphonological ability are reliably and moderately related to spelling development. Other findings regard the characteristics of children's spelling errors observed in the course of developing the spelling assessment scheme.
Medicine, Faculty of
Audiology and Speech Sciences, School of
Graduate

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Ross, Linda. "Investigating spelling through generative instruction." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1435.

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Hawkins, Marty Ford. "Spellling through writing : a qualitative study of instructional strategies to promote developmental spelling /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3115554.

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Benson, Melba W. "Major Spelling Deficiencies Among Collegiate Business Students." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331698/.

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The problem of this study was an analysis of major spelling deficiencies among collegiate business students. The purposes were as follows: (1) to develop a diagnostic instrument that will measure spelling deficiencies; and (2) to make recommendations regarding the preparation of materials that will assist students in overcoming these deficiencies. Written assignments prepared by collegiate Business Communication students were examined for spelling errors. Errors were then classified into the following categories: (1) words with "ie" and "ei" ; (2) final "e"; (3) final consonant rule; (4) final "y"; (5) confusion over vowel sounds; (6) pronunciation problems; (7) sound-alikes; (8) plurals; (9) apostrophes; (10) omissions; (11) additions and repetitions; (12) substitutions; (13) demons; and (14) miscellaneous. Percentages of total errors served as a guideline for preparation of a Table of Specifications, and a Spelling Diagnostic Test was developed. Validity of the instrument was determined by a panel of experts. The test was then administered to 214 collegiate business students, and a reliability coefficient of .83 was determined using the split-half method.

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Cellerino, Kristen. "Special education students can achieve spelling success /." View abstract, 2000. http://library.ctstateu.edu/ccsu%5Ftheses/1582.html.

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Thesis (M.S.)--Central Connecticut State University, 2000.
Thesis advisor: Margaret Ferrara. " ... in partial fulfillment of the requirements for the degree of Master of Science in Teacher Education." Includes bibliographical references (leaves 46-47).

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Stacy, Catherine Ann. "Applying mixed-effects receiver operating characteristic (ROC) curve analysis to diagnostic evaluations of human learning." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3035981.

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Cuidon, Lauren Jayne Berry. "Spelling achievement of third culture children compared to United States norms." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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Cassano, Lauren M. "The effects of a word study spelling program in a differentiated classroom /." Full text available online, 2005. http://www.lib.rowan.edu/find/theses.

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Herold, Marina. "The use of word prediction as a tool to accelerate the typing speed and increase the spelling accuracy of primary school children with spelling difficulties." Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-09232004-105149.

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Bourne, R. J. (Roger John). "Two studies on the effectiveness of contiguous, graphemic and phonological interventions on measures of reading and spelling." Master's thesis, Faculty of Education, 2002. http://hdl.handle.net/2123/6270.

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Goswami, Usha C. "Children's use of analogy in reading and spelling." Thesis, University of Oxford, 1986. http://ora.ox.ac.uk/objects/uuid:9a46a5e3-8d4a-4208-82ff-97024f3971a7.

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This thesis examines the role of analogy in the development of reading and spelling. Analogy is defined as using the spelling-sound pattern of one word (e.g. 'beak') to read or spell a word which shares a common orthographic sequence (e.g. 'bean' or 'peak'). Experiment 1 shows that 6-7 year old children can use analogies when required to select the correct spellings of words which are read to them. Experiment 2 shows that children aged 5-7 years can also use analogies to read new words aloud. Experiment 3 shows that analogy is used in the same way by children at three different reading levels (non-readers, 6 years and 7 years). Experiment 4 shows that 5-7 year old children can also use analogies to spell new words. It is concluded that the use of analogy does not develop, as it is available from the very beginning of learning to read and spell. Experiments 5, 6 and 7 examine the effect of varying spelling-sound consistency on analogies. Children taught pairs of words consistent in spelling and sound (e.g. 'peak-leak') make more analogies in reading than children taught pairs of words consistent in spelling but inconsistent in sound (e.g. 'peak-steak'). This difference does not occur in spelling. It is concluded that spelling-sound consistency only affects children's use of analogies in reading. Experiment 8 shows that children also use analogies to read new words which they encounter in reading prose. This shows that analogy is not restricted to single word reading. Experiment 9 compares analogies between words written in the same case and in mixed case. It shows that analogy relies on orthographic rather than visual information. These results suggest that children should be taught to use analogies to read and spell new words. The broader educational implications of analogy are also discussed. Note. This thesis contains approximately 91,000 words.

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Baker, Linda M. "The effect of visual memory training on spelling achievement in the classroom." PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/4111.

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Many studies point to visual memory as one component which discriminates good from poor spellers. This experiment sought to increase students' use of visual memory, and thereby affect spelling scores in the classroom.

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Nugent, Mary E. "An alternative approach to spelling instruction." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/375.

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Hammond, Lorraine S. "Relationship between early development of spelling and reading." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1513.

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The research reported in this thesis examined the relationship between beginning spelling and reading. More specifically, it focussed on the relationship between the development of early reading and spelling in a context where the approach to early reading instruction includes systematic phonological awareness and decoding instruction. A critical assumption made by proponents of developmental early literacy models is that transfer of skills and knowledge from reading to spelling will occur spontaneously and without formal instruction (Frith, 1980). By contrast instruction-centred approaches make the assumption that there are critical pre-requisite skills that can and should be taught explicitly (Carnine, Silbert & Kameenui, 1997). The difference between these approaches is highlighted in the treatment of invented spelling, a popular activity in Western Australian junior primary classes. A series of studies was undertaken to examine the effect on invented and standard spelling performance of teaching Year 1 children phonological awareness and the strategy of sounding out words. Data were gathered from a range of settings using different research tools. The relationship between phonological awareness and beginning reading and spelling performance was explored initially through a single case study. A post-hoc study was then undertaken with a cohort of students who had received systematic decoding instruction to examine whether proficiency in the decoding of nonwords was related to spelling performance. This permitted an analysis of common sub-skills of decoding and encoding. In the main study the effect on different aspects of reading and spelling performance of using Let's Decode, an approach that includes explicit phonological awareness and systematic decoding instruction, was investigated. In addition, an analysis was made of whether students who received explicit instruction in skills known to contribute to beginning reading and spelling produced superior invented spelling samples. A qualitative analysis was made of the. pre and post invented spelling tests of two pairs of students from the control and intervention groups matched on invented spelling and phonological awareness skills at the beginning of the year, and re tested at the end of Year 1. The final research question involved a single-subject research design to examine the effect of explicit instruction in isolating phonemes in words and prompts to 'listen for sounds' prior to, and during, the process of spelling words. The single case study revealed a child who was regarded as a competent speller and reader but who could only read words in a familiar context and who had developed a strategy for spelling words based on copying an adult model. This was interpreted as evidence supporting the need for phonological awareness instruction as a pre-requisite for spelling. The post-hoc analysis of a class of students who had received systematic decoding instruction showed that no student classified as a 'good decoder' could also be classified as a 'poor speller'. This result was considered evidence of a strong link between the phonological knowledge that is required to decode and the role of alphabetic knowledge in spelling. The main study revealed phonological awareness and systematic decoding instruction was associated with superior invented and conventional spelling and reading performance on all reading and spelling measures. Of particular importance was the finding that students who commenced the study with very weak phonological awareness and who subsequently received systematic phonological and decoding instruction showed greater gains in invented spelling than matched students in the control condition. The single subject design showed the effectiveness of phonological awareness individualised instruction on invented spelling for weak students from both intervention and control conditions. It was concluded that the ability to invent spelling is improved when students receive explicit instruction in phonological awareness and systematic decoding but that some students, namely those with persistent weakness in phonological awareness, also require explicit prompts to apply their alphabetic knowledge to spelling words. The implications for instruction of these findings are discussed.

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Wolmarans, Amelia Rosa. "Die verband tussen fonemiese bewustheid en spelling van graad 3-leerders / Amelia Rosa Wolmaran." Thesis, North-West University, 2008. http://hdl.handle.net/10394/2048.

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The social environment we live in today is exceptionally informal. In the past the type of language the learners used, as well as their spelling ability, gave an indication of the type of education they had received. In present times, it often occurs that people are judged according to their spelling ability to determine whether the specific person is suitable for a certain career. People only realise the importance of writing and spelling correctly once they have completed their studies and started working (often this is too late).This leads to distress and problem situations in universities and schools because learners cannot read and spell. Because of globalization, young people today regard English as the global language. This opens doors for them and the use of English is becoming easier. The result is that Afrikaans is also becoming more informal and this is expressed in the learners' writing and spelling ability. Learners' spelling therefore is atrocious. Decline in language and spelling usage is the result of little (or no) education in spelling in general and also because learners give so little attention to reading lately. Research indicates that students and learners experience the "no rules" of poor spelling (also due to SMS language) as a freeing experience and they do not realise the seriousness of speaking, writing and reading standard Afrikaans. The youth regard this era we live in as "cool" and they believe that it protects them against the embarrassment of poor spelling. A finger is often pointed at educators because learners can no longer read and spell. Educators complain that learners have a "couldn't care less" attitude towards correct spelling. Learners use a telegram style for writing, and poor spelling increasingly occurs in creative writing. They ruin their writing skills with bad spelling. Learners no longer have a general knowledge of spelling words and in this way their poor spelling skills are further weakened. "Upsetting spelling problems" originate because learners are not made aware of the phonemes of sounds from an early age and educators are ignorant of how to develop these awareness skills in learners. In the light of these statements one would expect that educators would have received the necessary guidance concerning spelling methods and strategies for teaching and educating spelling. However, the opposite is true as indicated in the literature, namely that educators often have to depend on their own experience to develop several aspects, for instance to develop phonemic awareness in learners so as to ensure success in spelling. Educators discuss learners, their own successes, etcetera but they never discuss the methods they use. The young and inexperienced educator must depend on book-knowledge, personal initiatives, trial and error as well as spontaneous methods to teach spelling. In this study, attention is focused on the link between phoneme awareness and the spelling ability of learners, especially in the Foundation Phase. To achieve the aim of this study the spelling ability of a group of Grade 3 learners was studied using various tests over a certain period of time. The results showed that learners who have no or very little phonemic awareness also do not possess the necessary spelling skills. This study indicates the importance of phonemic awareness as determinant for good spelling. Consequently a definite link exists between phonemic awareness and spelling. From the empirical study that was conducted it became very clear that the level of phonemic awareness and spelling achievement is determined by the education process and the involvement of the educator. Valid theoretical principles were discussed to highlight the necessity of this aspect. Language gatekeepers and educators, especially in the Foundation Phase, thus have an enormous task to develop phoneme awareness from an early age in learners so that they can become aware of the importance of correct spelling.
Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2008.

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O'Brien, Terence. "The reading/spelling connection : case studies of readers and spellers." Thesis, Federation University Australia, 2000. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/165009.

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"The thesis argues that reading and spelling are interdependent and complex processes, and that "good" readers. but "poor" spellers, read in ways which do not assist in their developing spelling repertoires: their reading behaviours contribute to overall text meanings wihout contributing to individual word knowledge. As well, their writing behaviours do not allow for this knowledge to be used, practised, or displayed."
Doctor of Philosophy

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Blackwell, Penelope. "A misspelt youth: an exploration of frequency, consistency and the reduced vowel sound in relation to the dual route model of spelling /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19225.pdf.

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Strange, Mandy Lea. "The most effective way to teach spelling." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2825.

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The research in this project shows that spelling needs to be taught through patterns, rhymes and the use of analogies. Weekly spelling tests are effective to assess spelling patterns, instead of useing a pre-determined collection of random words. Additionally, spelling needs to be taught within writing, not as a completely separate subject.

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Fay, Emily E. "LITERACY PREDICTORS OF SPELLING ABILITIES FOR CHILDREN 6:0 THROUGH 7:5 YEARS." Miami University / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=miami1081898135.

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Peck, Greg L. "The effects of cooperative learning on the spelling achievement of intermediate elementary students." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/776723.

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This study compared differences in spelling achievement among groups of students who were high, average, and low achievers. The study attempted to determine, over 7 weeks, any treatment effects resulting from students being cooperatively grouped for spelling instruction. A student's level of achievement and type of grouping for spelling instruction were variables contrasted between intact treatment and control classes of students.This study used six intact classes of intermediate grade elementary children. Three classes were grouped cooperatively for spelling instruction and three classes were not grouped cooperatively for spelling instruction. The study included the scores of 135 students, 68 in the control group and 67 in the treatment group. Normal curve equivalent scores from an existing standardized achievement test were used to classify students as high, average, or low achievers.A student's level of achievement was an attribute variable that yielded proportional cell sizes in order to conduct an analysis of variance. The dependent variable was the total number of words that each student spelled correctly on seven weekly spelling tests. A t-test was used to examine the NCE scores of the treatment and control groups to verify that no significant differences existed between the groups prior to the study.Teachers were trained in a series of four sessions to implement cooperative learning using Student Teams Achievement Divisions. The sessions provided activities designed to encourage the development of collaborative skills prior to initiating treatment. A bonus point system was used to reinforce the collaborative skills.The analysis of variance tested four null hypotheses at the .05 level of confidence. None of the null hypotheses were rejected. The following results were suggested:1. Intermediate children achieve equally well regardless of how they are grouped for spelling instruction.2. High, average, and low achieving students achieve equally well regardless of how they are grouped for spelling instruction.3. Low achieving students achieve significantly different from high and average achieving students.The findings of the study suggest that cooperative grouping for spelling instruction is as effective as spelling instruction without cooperative grouping regardless of student level of achievement.
Department of Elementary Education

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Johnson, Ernest B. "The influence of speaking Black English on spelling in standardized English /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/8411.

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MacDougall, Lisa Kathryn Denham. "Building spelling concepts through word study." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1518.

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Pérez, Mercedes. "Patterns of invented spelling in Spanish." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2209.

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This study proposes to examine the invented spelling patterns that Spanish speaking children create in their writing. Their writing samples were then transcribed and each word was categorized as either conventional or an invented spelling.

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Rollins, Ivy E. "Using spelling performance to study literacy acquisition in English for Spanish-speaking students in the seventh grade /." View online ; access limited to URI, 2007. http://0-digitalcommons.uri.edu.helin.uri.edu/dissertations/AAI3277006.

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Sangerman, Cynthia J. "Spelling skill and the effectiveness of rhyme and semantic hints to anagram solutions." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0013/MQ36176.pdf.

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VanLoo, David B. "Adequacy of written spelling fluency as a dynamic indicator of phonological awareness and the alphabetic principle in kindergarten and first grade students /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3095280.

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Thesis (Ph. D.)--University of Oregon, 2003.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 98-103). Also available for download via the World Wide Web; free to University of Oregon users.

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Lenz, Gabriele. "Spelling instruction for beginning writers in whole language classrooms." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/990.

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Teachers of beginning writers, who believe in a whole language philosophy for teaching language arts, are faced with the challenge of integrating spelling instruction into their writing programs. Traditional approaches that involve word lists and weekly spelling tests are not in accordance with whole language beliefs.

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McCord, Kathryn L. "A professional development model building word knowledge for middle level teachers /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 97 p, 2009. http://proquest.umi.com/pqdweb?did=1833621221&sid=2&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Hill, Gerald D. (Gerald Dean). "An Experimental Investigation into the Interaction Between Modality Preference and Instruction Mode in the Learning of Spelling Words by Upper-Elementary Learning Disabled Students." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331606/.

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This study investigated the effects of selected spelling teaching methods on spelling mastery of upper-elementary, learning disabled students. It also examined the value of assessing learning disabled students' modality preferences for diagnostic/prescriptive purposes.The study's significance is that it sought to (a) determine whether students classified as learning disabled can identify their preferred learning modes; (b) determine whether matching modes of instruction to students' modality reference(s) results in greater achievement; and (c) identify a systematic way of prescribing instruction for learning disabled students.

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朱嘉璧 and Ka-bik Cindy Chu. "The effects of improving phonological awareness and spelling ability through contrastive phonology: a study of aHong Kong primary classroom." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41262086.

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Patrick, Carla J. "Developmentally appropriate spelling and phonics instruction and its impact on student level of orthography, decoding ability, and reading accuracy." Wittenberg University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=witt1534160012802077.

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Seijsing, Emma, and Maria Martin. "”Jag vill ha felen, jag vill inte förebygga dem” : Lågstadielärares tillvägagångssätt för att stötta elevers stavningsutveckling." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-85593.

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Föreliggande studies syfte är att undersöka hur tre svensklärare som undervisar i årskurs 2 och 3 stöttar elevernas stavningsutveckling. För att samla in studiens data används metoden Design-based Research (Anderson & Shattuck, 2012) där observationer visar hur de deltagande lärarna genomför stavningsundervisning samtidigt som intervjuer används för att se hur studiens deltagare säger sig planera och utvärdera sin stavningsundervisning. Med hjälp av observationer och semistrukturerade intervjuer har relevant data för studiens syfte samlats in. Studiens teoretiska ram grundar sig i det sociokulturella perspektivet med utgångspunkt i begreppet stöttning. Vidare analyseras studiens insamlade data med hjälp av fem stöttningskomponenter: ägarskap, lämplighet, struktur, samarbete och internalisering (Langer & Applebee, 1986). Observationerna visar att studiens deltagare genomför sin stavningsundervisning med en liknande struktur. Däremot framkommer det av intervjuerna att endast en av tre deltagare kontinuerligt undervisar om stavningsregler. Samma deltagare väljer också att rätta alla uppkomna stavfel, medan de andra deltagarna väljer att göra olika beroende på situation. Dessa två deltagare är rädda att för hård stavningsrättning hämmar elevernas skrivlust. Trots att deltagarna har olika syn på effektiv stavningsundervisning och väljer att arbeta på olika sätt kan vi urskilja de fem komponenterna av stöttning hos samtliga deltagare.

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Chu, Ka-bik Cindy. "The effects of improving phonological awareness and spelling ability through contrastive phonology a study of a Hong Kong primary classroom /." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41262086.

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Ugen, Sonja. "Acquisition of reading and spelling skills of German-French biliterate children in Luxembourg." Doctoral thesis, Universite Libre de Bruxelles, 2008. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210480.

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The general aim of this longitudinal study was to look at literacy acquisition of multilingual good and poor spellers (hereafter GS and PS) in German and French with a special emphasis on spelling. For this purpose GS and PS were selected in grade 2 in German and followed up to grade 4. The focus was on this period as in Luxembourg literacy is acquired through German from the first grade and written French from grade 3 on. The interval between grades 2 and 4 thus represents a critical period for written second language acquisition. The native language of the children, Germanic (e.g. Luxembourgish) or Romanophone (e.g. Portuguese), adds another linguistic characteristic. Research focused at the development of biliteracy but some multilingual aspects were analyzed.

Abstract The first two studies differentiate between top-level processes related to semantics (e.g. vocabulary) and bottom level processes implied in literacy (e.g. spelling). The first two studies established that the native language has an impact on reading comprehension as Germanic speaking children have an advantage on German tasks and Romanophone children an advantage on French tasks. By contrast, performances on bottom-level processes such as spelling and reading are not influenced by the native language. Structural equation models revealed that German top-level processes did not influence French top-level processes. Concerning bottom-level processes however, there was an influence from one academic year on the following as well as from German on French.

Abstract The last three studies focused on differences between biliterate GS and PS in German and in French. The third study examined the reading and spelling strategies (e.g. the application of orthographic rules) that both groups of children acquired in German and in French. Although GS outperformed PS, their overall reading and spelling performance patterns were different in German than in French. GS applied orthographic rules more systematically than PS in German. In French, both groups were strongly affected by frequency effects. The word frequency effect appeared clearly in French, showing that after one year of instruction children strongly rely on the orthographic lexicon for spelling and do not apply orthographic rules systematically. Study 4 establishes the link between the recognition and production of orthographic features. PS's performance is similar to GS's on orthographic judgments and for spelling they produce the same type of errors, showing GS and PS are sensitive to the underlying regularities of the orthography. However, PS produced more errors overall compared to GS. It seems that GS passed the level of automatic use of the most prominent response, whereas PS use the dominant responses as default spelling. In the last study, the emphasis was on GS and PS in French after two years of instruction in grade 4. GS and PS were re-classified to new groups according to their spelling performance in French. GS in French used more French specific phoneme-to-grapheme correspondences in a nonword dictation than PS. PS in French used more German phoneme-to-grapheme correspondences in the French and German nonword dictation. It seems that PS in French rely more on the phoneme-grapheme correspondences of the first acquired and thus dominant language (German). In the general discussion, the previously presented results are summarized and a theoretical model of bilingual spelling is proposed.
Doctorat en sciences psychologiques
info:eu-repo/semantics/nonPublished

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Backlund, Charlotte, and Emma Lindström. "Stavningsförmåga och allografisk förmåga hos vuxna personer med dyslexi : Preklinisk validering av STAVUX och Kasttranskription." Thesis, Uppsala universitet, Logopedi, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-143529.

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Syftet med denna studie var att ta reda på om STAVUX (stavningstest för vuxna) och Kasttranskription är lämpliga test att använda vid dyslexiutredningar av vuxna, då det idag saknas sådana test som är normerade på personer över 18 år. STAVUX är ett stavningstest som framtogs av Nilsson och Pettersson (2009) och som består av 45 ord och 45 nonord av varierande svårighetsgrad. Orden är utvalda för att representera svenskans olika stavningskombinationer och nonorden är konstruerade för att följa svenskans ljudmässiga uppbyggnad. En mellangruppsdesign användes för att ta reda på om STAVUX är ett lämpligt test att använda vid utredning av stavningssvårigheter i samband med dyslexiutredningar. Testet validerades på 23 personer med dyslexi i åldrarna 18-64 år. Dyslexigruppens resultat testades mot en kontrollgrupp på 23 personer i åldrarna 18-62 år. I denna studie undersöktes även om det fanns något samband mellan stavningsförmåga och allografisk. Deltagarna fick utföra en kasttranskriptionsuppgift, som innebar att de, på tid, skulle konvertera gemener till versaler och versaler till gemener. Testet heter Kasttranskription och utformades av Hansson och Häägg (2008). Resultaten av denna studie visar att framförallt orddelen i STAVUX kan bidra till prediktionen av dyslexi. Dyslexigruppen presterade signifikant sämre än kontrollgruppen på båda deltesten (orddelen och nonorddelen). Båda grupper följde samma mönster vad gäller typ av stavfel. Flertalet deltagare i respektive grupp utförde Kasttranskription korrekt. Det fanns däremot en signifikant skillnad mellan grupperna i hur lång tid det tog att utföra Kasttranskription. Dyslexigruppen presterade signifikant sämre tidsmässigt jämfört med kontrollgruppen. Deltesten i STAVUX och Kasttranskription var starkt korrelerade med varandra.
The aim of this study was to determine if STAVUX (spelling test for adults) and Kasttranskription are suitable tests to use in the assessment of adults with spelling difficulties. At present, there are no such tests with norms for people older than 18 years. STAVUX was developed by Nilsson and Pettersson (2009) and consists of 45 words and 45 pseudo words of varying difficulty. The words are chosen to represent the different spelling patterns of the Swedish language and the pseudo words to represent the Swedish phonetic structure. A between group’s design was used to find out if STAVUX is a suitable test to use in the assessment of spelling difficulties. STAVUX was validated on 23 persons with dyslexia, aged 18-64 years, and the results were compared to a control group of 23 persons, aged 18-62 years. In this study it was also investigated if there was any correlation between spelling ability and allographic ability. The participants performed a case transcription task, where the participants were supposed to convert lower to upper case letters and upper to lower case letters, while time was measured. The test is named Kasttranskription and was designed by Hansson and Häägg (2008). The results of this study show that particularly the word part of STAVUX, contributes to the prediction of dyslexia. The dyslexic group performed significantly lower than the control group on both subtests (words and pseudo words). Both groups followed the same pattern in type of spelling errors. The majority of the participants in each group managed to perform Kasttranskription correctly. There was a significant difference in time of performance of Kasttranskription. The dyslexic group performed significantly worse in terms of time compared to the control group. The subtests of STAXUX and Kasttranskription were highly correlated with each other.

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Dahl, Irené. "Orator verbis electris : taldatorn en pedagogisk länk till läs- och skrivfärdighet: utprövning och utvärdering av taldatorbaserade träningsprogram för elever med läs- och skrivsvårigheter." Doctoral thesis, Umeå universitet, Pedagogiska institutionen, 1997. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-16577.

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This study presents results from a project named The OVE-project (Orator Verbis Electris i.e. electric speech machine). The aim of this thesis is to describe and to evaluate a set of computer - programs based on synthetic speech. The programs are designed for training phonological awareness and are intended to be used as a remedial tool for children with reading and writing problems. During the evaluation and data-collecting period the project was economically and technically connected to the department of Speech, Music and Hearing at the Royal Institute of Technology in Stockholm. My associate, during this period, late Karoly Galyas has been in charge of the technical part of the project while I have been responsible for the content and the design of programs as well as for the evaluation and the assessment studies. The thesis has two overall aims. The first is to describe, analyze and discuss the development of a specific work process based on computer based supervising with synthetic speech feedback intended for children with reading and writing problems. The second overall aim is to describe, analyze and discuss the effect of the speech feedback and the specific work process on children with reading and writing problems. The evaluation and the data collection has been done within three different phases and consists of three training studies and two experimental studies: one text reproduction study and one spelling test study. The results showed very convincingly that the speech feedback had a positive effect on the pupils' self esteem. Activity and motivation were highly improved. A remarkable improvement of the pupils' ability to concentrate and persevere was observed. The results from the spelling test study showed high improvement rates when speech feedback in ongoing writing was used compared to handwriting and ordinary computer writing without speech feedback. The potentials of the synthetic speech feedback as a means to improve reading and writing skills is discussed.
digitalisering@umu

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Colchester, Emily J. R. "Can we improve children's spelling ability by teaching morphemes through text reading : an intervention study exploring the relationship between morphological awareness and literacy." Thesis, University College London (University of London), 2010. http://discovery.ucl.ac.uk/10019949/.

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Background: The need to improve children's spelling ability remains a key government agenda and is an issue encountered frequently by Educational Psychologists (EPs) in their practice. Recent research has suggested that there is a strong connection between awareness of morphemes and understanding and accurate use of the English spelling system, but relatively little is taught on this subject in school. The aim of the present study was to investigate whether a 5-week intervention can promote the development of 6- to 8-year-olds' morphological awareness and spelling ability. Method: Through the medium of guided group reading, an Intervention group were taught about the morphological rules that govern the spelling of plural `-s' and past tense `-ecf, whilst a Control group were taught about two phonologically-based spelling patterns. The intervention was compatible with current curriculum demands and was delivered to whole classes by their teachers. Pseudoword spelling tasks were administered at pre-, immediate post-, and delayed post-intervention points to assess the children's learning of the morphological rules in question. Results: Quantitative analyses suggested that the intervention did not have a significant impact on morphological awareness in spelling. However, a third of participating children showed clear gains, and reasons for variation in response to intervention were explored. The overall picture indicated that those with better literacy skills have better baseline morphological awareness and that they also responded best to the intervention. Conclusions: The implications of the results are discussed with reference to theories of literacy development and individual differences therein; and in the context of teaching and the profession of Educational Psychology. It is hoped that the study will increase the evidence-base of EP work, and raise awareness that the system of morphemes could be a powerful resource for children learning literacy.

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Svensson, Sofie, and Louise Wisell. ""Icetice" - eller hur man stavar till ingenting : En feltypsanalys av stavningen hos elever i årskurs 2." Thesis, Linköping University, Department of Clinical and Experimental Medicine, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-56908.

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Stavning är en komplex förmåga och lite undersökt, därför var syftet med föreliggande studie att analysera stavningsförmågan hos elever i årskurs 2. Deltagarna var 86 elever, 63 med läs- och skrivsvårigheter och 23 utan läs- och skrivsvårigheter. Elevernas stavfel av nonord och riktiga ord analyserades utifrån fyra klassificeringssystem med avseende på olika feltyper. Även korrelationsberäkningar mellan stavning och andra kognitiva förmågor utfördes. Resultatet visade att de utan läs- och skrivsvårigheter presterade signifikant bättre än de med läs- och skrivsvårigheter framför allt på testet av nonord. Korrelationsberäkningarna visade att det fanns ett samband mellan stavning och läsning samt stavning och fonologi. Dessa resultat visar att gruppen med läs- och skrivsvårigheter har fonologiska brister som påverkar stavningen. Utifrån analyserna ges förslag på ett nytt felklassificeringssystem på svenska samt hur ett bra stavningstest bör vara uppbyggt för att fånga så många aspekter som möjligt av en elevs stavning. Även hur detta kan vara till nytta i logopeder och lärares verksamheter diskuteras.

Spelling is a complex ability and few studies have been carried out on this topic. Therefore, the purpose of the present study was to analyse the spelling ability among children in grade 2. In this study 86 pupils participated, 63 with reading difficulties and 23 with typical reading ability. The children’s misspellings of nonwords and real words were analysed using four different classification systems of misspellings. Correlations between the spelling ability and other cognitive abilities were made. Results showed that the group with typical reading ability performed significantly better than the group with reading difficulties, especially on the test of nonwords. Calculations showed correlations between spelling and reading and also between spelling and phonology. The results of the present study show that the group with reading difficulties has phonological deficits that affect their spelling. The analysis also suggests guiding principles for a new Swedish classification system of misspellings and a Swedish test of spelling ability. It also includes how the classification system and the test can be used in the work of speech therapists and teachers.

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Costerg, Agnès. "Développement de la compétence orthographique : étude des connaissances des frontières lexicales d'élèves sans difficulté à l'écrit et d'élèves dyslexiques du primaire." Thesis, Strasbourg, 2018. http://www.theses.fr/2018STRAG055/document.

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La lecture et l’écriture sont deux activités complexes qui contribuent à la réussite dans toutes les disciplines scolaires. Pour l’apprenti scripteur, et plus particulièrement pour l’élève qui éprouve des difficultés d’apprentissage (notamment l’élève dyslexique), l’apprentissage de l’orthographe représente un réel défi et nécessite souvent des années d’effort. Or, la connaissance du code orthographique constitue le socle sur lequel se construit la compétence orthographique. La reconnaissance et la production de mots écrits impliquent la mise en place d’un noyau de connaissances communes se rapportant aux connaissances orthographiques, c’est-à-dire aux connaissances rattachées aux propriétés phonologiques, morphologiques et visuelles du code orthographique. Ainsi, tout au long du développement de la compétence orthographique, le lecteur-scripteur doit notamment construire des représentations orthographiques de plus en plus stables et mieux définies qui tiennent compte de l’ensemble des propriétés du code orthographique. Des données empiriques récentes indiquent toutefois que les élèves dyslexiques, qui commettent davantage d’erreurs orthographiques de fusion et de segmentation de mots que les élèves sans difficulté à l’écrit, ne semblent pas disposer de représentations orthographiques précises des mots à orthographier, et plus spécifiquement de bonnes représentations du début et de la fin des mots. L’objectif général de cette étude est donc d’expliquer les erreurs orthographiques de frontières lexicales chez les élèves dyslexiques. Comme à notre connaissance, il n’existe pas de norme quant au développement des connaissances des frontières lexicales chez les élèves normo-lecteurs/scripteurs, le premier objectif spécifique est de décrire, de façon transversale et longitudinale, les performances d’élèves normo-lecteurs/scripteurs de la maternelle à la 4e année du primaire à des épreuves évaluant les connaissances des frontières lexicales (étude 1). La mise en place de cette référence développementale a permis de répondre au deuxième objectif spécifique qui est d’évaluer les connaissances des frontières lexicales d’élèves dyslexiques du primaire (étude 2). Pour évaluer les compétences en lecture et en production de mots, une épreuve de lecture de la batterie de tests du K-ABC et une dictée de mots insérés en contexte phrastique ont été proposées. Trois épreuves (décision lexicale, identification lexicale et permutation lexicale), variant en termes de degré de contraintes cognitives, ont été effectuées par tous les participants à l’oral et à l’écrit afin d’évaluer leurs connaissances des frontières lexicales
Reading and writing are two complex activities that contribute to success in all school subjects. For apprentice writers, and particularly for students with learning difficulties (notably students with dyslexia), learning to spell represents a real challenge and often requires years of effort. To be successful, students require knowledge of the orthographic code, which is the foundation upon which spelling ability it built. To recognize and produce written words, students must develop a set of core skills that are linked to orthographic knowledge, including knowledge of the phonological, morphological and visual properties of the orthographic code. As their spelling skills develop, readers and writers must construct increasingly stable and better defined orthographic representations that reflect the properties of the orthographic code. However, recent empirical research has found that students with dyslexia, who tend to make more errors related to word merging and segmentation than students without writing difficulties, do not seem to have accurate orthographic representations of the words they are trying to spell, particularly of the beginnings and endings of words. Therefore, the general aim of this study is to explain spelling errors occurring at word boundaries in dyslexic children. To our knowledge, no typical trajectory of development has been established for normally-developing readers/writers with regards to knowledge of lexical boundaries. Therefore, using both cross-sectional and longitudinal analyses, this study’s first objective is to describe the performances of normally-developing reader and writers from kindergarten to grade 4 on tasks related to lexical boundary knowledge (Study 1). With this developmental reference having been established, the second study will evaluate lexical boundary knowledge in primary school students with dyslexia (study 2). To evaluate ability in reading and word production, a reading test from the K-ABC battery and a dictation task requiring students to insert words in the context of a sentence were administered. To evaluate knowledge of lexical boundaries, three tasks (a lexical decision task, a lexical identification task, and a lexical permutation task) were completed by all participants in oral and written form, each of which varied according to the level of cognitive constraint involved in completing the task

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Judd, Annemarie M. F., and n/a. "A comparison of humanistic and traditional teaching methods in a college of technical and further education." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060804.122004.

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This field study examines the comparative effectiveness of traditional and humanistic teaching methods. In part I the origins of humanistic teaching and their relationship to Gestalt therapy are considered. The influence of Humanistic education adult learning theory is also discussed. Part I concludes with an assessment of humanistic teaching. Part II: To measure the comparative effectiveness of the humanistic and traditional teaching methods, three groups of first year students in General English classess in a College of Technical and Further Education were selected. The effectiveness was measured in terms of differences in 1. Self-esteem. 2. Spelling Ability. 3. Attrition rates. 4 Academic Results. It can be concluded that there is: No difference in measures of self-esteem between groups, on the basis of the teaching method used. A large increase in the measure of self-esteem was observed in one of the groups that was taught with humanistic teaching strategies. Spelling measures showed no significant changes in any of the groups. Attrition rates were significantly reduced in groups that received humanistic teaching. Academic results of students completing the course showed no significant differences.

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Richter, Antje. "Orthographische Kompetenz in Deutsch unter der Bedingung von Zweisprachigkeit : Rechtschreibfertigkeiten italienischer und deutscher Schüler der Klassenstufen 4, 5, 6 und 9." Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2008. http://nbn-resolving.de/urn:nbn:de:bsz:14-ds-1222919366705-75442.

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Die Dissertation untersucht die Entwicklung der Rechtschreibfertigkeiten von Schülern mit Deutsch als Zweitsprache im Vergleich zu ihren Mitschülern mit Deutsch als Muttersprache in der Sekundarstufe I. Kern der Untersuchung bildet die Methode der Fehleranalyse. Mittels quer- und längsschnittlicher Analysen werden spezifische Vergleiche zwischen den Rechtschreibleistungen von 236 Schülern italienischer und deutscher Herkunft vorgenommen. Die Ergebnisse der Untersuchung präzisieren die empirisch bislang nur lückenhaft dokumentierten Rechtschreiberwerbsverläufe von ein- und zweisprachigen Schülern der Sekundarstufe I. Die Daten geben Auskunft über bestehende Leistungsrückstände der zweisprachigen Schüler und dokumentieren charakteristische Entwicklungsverläufe und Fehlerschwerpunkte. Für die Unterrichtspraxis geben die gewonnenen Erkenntnisse folglich konkrete Hinweise. Aufgezeigt werden nicht nur die Lerninhalte, für die vertiefende Instruktionen und Übungen im Unterricht der Sekundarstufe I nötig sind, sondern ebenfalls die Zeiträume, in denen sich die Schüler sichere Schreibfertigkeiten in den einzelnen orthographischen Problembereichen aneignen.

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Yang, Shu-Han, and 楊舒涵. "EFL learners' phoneme discrimination and spelling ability." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/sw67pm.

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碩士
國立嘉義大學
外國語言學系研究所
106
English learners in Taiwan sometimes mistake or misspell the words with similar pronunciations or in minimal pairs. In addition, they tend to mark the pronunciations of English words with Chinese homophones or Zhuyin, Chinese phonetic symbols. Will it affect learners’ English spelling? Besides, based on contrastive analysis hypothesis, the greater difference between learners’ first language and target language, the more learning difficulty they would have. However, spelling ability has been used as evidence against it. (Oller & Ziahosseiny, 1970). Could markedness theory (Trubetzkoy, 1931) explain EFL learners’ phoneme discrimination and spelling instead? Thus, this study aims to explore phoneme discrimination and spelling of English learners in Taiwan. A phoneme discrimination test, a spelling written test, a spelling recognition test and an English learning background questionnaire were given to 86 sixth grade students in a primary school in Taiwan. The results indicate that phoneme discrimination positively correlates with spelling of English learners in Taiwan. In addition, neither contrastive analysis nor markedness theory can explain the performance spelling English words. Hearing English words, the strategies used by most learners in Taiwan is to recognize the words based on both the sounds of whole words and sounds of the individual letters.

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Antoine, Wendy. "The modelling of spelling processes : a developmental perspective." Thesis, 1991. http://hdl.handle.net/10539/22131.

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A thesis submitted to the faculty of arts, University of the Witwatersrand Johannesburg in fulfilment of the requirements for the degree of Master of Arts. Johannesburg, 1991.
Literacy includes both the ability to read and to spell. Yet until recently, and despite its importance, there has been less research on spelling than on reading. Perhaps this was because writing as a linguistic skill was considered in a marginal way as secondary to, and derivative from, speech. It was conceptualised as a photograph of spoken language (de Saussure, 1916), or as a code of transcription (Luria, 1970) with spelling presumed to be based on inner pronunciation of the phonic (sound) forms of the spoken language. Cognitive researchers were slow to recognise that written language is neither a complete isomorph of the spoken Language (Gelb,1963),nor a process of reading-in-reverse (Bradley and Bryant, 1979; Bradley, 1983), but rather, is a complex and autonomous system of representation, both of the deeper lexical-morphemic levels of language (Venezky,1970; Ellis, 1982), as well as of the mappings of phonology. As such, spelling proficiency is a highly complex intellectual achievement in its own right, and is worthy of psycholinguistic interest in the same way as other language-based skills, such as speech perception, speech production and reading comprehension. [Abbreviated Abstract. Open document to view full version]
GR2017

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Wang, Chin-Yu, and 王金玉. "The Effects of Board Games on Taiwanese 6th Graders’ English Spelling Ability." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/91334470475055826255.

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碩士
國立臺北教育大學
兒童英語教育學系碩士班
103
Abstract This study aims to investigate the effects of board games on English spelling ability of Taiwanese 6th graders. Forty-eight 6th graders from two classes participated in this study, one with 24 students serving as the experimental group and the other with 24 students as the control group. The board game Rummikub Word was adapted and applied to spelling practice for the experimental group while the control group adopted traditional writing drill after instructions from their English teacher. The experiment lasted for 8 weeks, with 3 periods per week, 20 minutes in one period of instruction. Research data were collected mainly through a self-made spelling pretest, an immediate posttest, and a delayed posttest. A feedback questionnaire was also administered to the experimental group to find the students’ opinions toward this game-based learning project. The study results reveal that both groups significantly improved their spelling ability after receiving instructions. However, the spelling ability and the retention effectiveness of the experimental group were both significantly better than those of the control group. Furthermore, the experimental group claimed that it was helpful and joyful for them to memorize vocabulary via this adapted board game. Finally, based on the results of this study, some suggestions are provided for teachers and further studies.

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Shen-Pei, Chen, and 陳伸佩. "The Study of EFL Learners' Phonological Awareness, Spelling Ability and Letter Knowledge." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/38031000235538048610.

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碩士
國立嘉義大學
國民教育研究所
95
The present study examined EFL learners’ performances on three tests: phonological awareness, spelling and letter knowledge and the correlation among the performances. Sixty six graders from an elementary school at southern Taiwan. participated in this study. These subjects had studied English for at least four years before participating in this study. Descriptive statistics and Pearson Correlation were applied to analyzing the data. The results are summarized in the following: a. 99% of EFL learners answer correctly on letter knowledge, 90.4% of EFL learners answer correctly on PA, 64.82% of EFL learners answer correctly on spelling. It shows that the subjects have already had basic letter knowledge (letter name and letter sound); b. a high positive correlation exists between the subjects’ phonological awareness and spelling ability; c. a high positive correlation exists between the subjects’ letter knowledge and spelling ability; d. a low positive correlation exists between the subjects’ phonological awareness and letter knowledge. The further findings are a. the subjects’ performances on “phoneme deletion” and “phoneme blending” are both significantly correlated to learners’ performances on spelling; b. the subjects’ letter-name knowledge and letter-sound knowledge are both highly correlated to their spelling performances; c. the subjects’ performances on “phoneme deletion” is significantly correlated to learners’ letter-name knowledge.

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Hsu, Li-ling, and 許儷齡. "The Effectiveness of Two Phonics Programs on Sixth Graders' Phonemic Awareness and Spelling Ability." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/7kbawh.

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碩士
國立成功大學
外國語文學系碩博士班
92
This study explored the effectiveness of two phonics programs on phonemic awareness (PA) development, word spelling and word reading abilities of three groups of sixth graders at elementary school. Both phonics programs contained an identical phonics instruction part and a PA training part. The PA training implemented with the two Control Groups included vowel identification, phoneme blending, and phoneme segmentation, while the other approach adopted with the Experimental Group included more PA skills. The pretest-to-posttest gains from PA assessments, spelling assessments, and nonsense-word reading assessments led to the following findings: 1. Both approaches improved these EFL beginners’ PA and spelling ability. However, the program that included more PA skills yielded more gains. 2. Incorporating more PA skills was more helpful to cram-schoolers in terms of PA development and spelling ability. However, including less PA skills benefited more with the PA development of non-cram-schoolers and those who did not have a solid alphabetic knowledge when the research started. 3. The phonics program that contained less PA skills and excluded manipulation with phonogram cards was not sufficient to improve nonsense-word reading ability. 　　In conclusion, the following suggestions were recommended: 1. PA training should be incorporated in phonics programs so as to foster EFL beginners’ literacy, and should be implemented prior to phonics instruction. 2. English teachers should conduct PA assessment with students so as to decide the components of the PA training. If possible, PA training should be instructed with the use of interesting games, stories, nursery rhymes, and fun activities. 3. After each sequence of phonics rules is instructed, decodable, meaningful texts should be adopted to provide children experiences practicing and internalizing the learned phonics rules.

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Koster, Michael Richard. "Effects of music and other stimuli on subsequent verbal task performance." 2005. http://etd.lib.montana.edu/etd/2005/koster/KosterM0505.pdf.

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Richards, Sonja. "The development of a formal diagnostic assessment tool for spelling in the foundation phase." Diss., 2001. http://hdl.handle.net/10500/686.

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This research is concerned with an investigation into the development of a formal diagnostic assessment tool for spelling in the foundation phase. A literature study and information acquired from educators provided information to compile a suitable spelling list that could be used as a diagnostic tool in the foundation phase. A self-designed questionnaire was administered to fifty educators Who provided their expert opinion regard the spelling list. This was followed up by second questionnaire that was based on the analysis and interpretation of the first. The Delphi-technique was applied to this investigation. The study was complete when consensus was reached among the educators with regard to which words should be included in the final spelling list.
Psychology of Education
M. Ed. (Psychology of Education)

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Lee, Chia-Hui, and 李佳蕙. "The Effectiveness of Using Table-top Games to Review EnglishVocabulary on Fourth Graders’ Spelling Ability." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/gv28eg.

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碩士
中華大學
科技管理學系
107
The study aimed to investigate the effectiveness of using table-top games on English spelling ability of Taiwanese fourth graders in New Taipei City. The quasi-experimental design was conducted for this study. There are 55 fourth graders that participated in the study with 27 students serving as experimental group, and with 28 students serving as control group. The experimental group adopted the table-top game for spelling activity, meanwhile, the control group applied the traditional writing drill practice after formal instruction. The research lasted for five weeks, with one session per week, 20 minutes in one period of class. Both of the groups took self-made spelling pre-test, immediate post-test, and delayed post-test. Research figures were analyzed by independent samples t-test and a paired samples t-test. According to the results of this study, both of the groups significantly improved their spelling ability after receiving instructions. Nonetheless, the table-top game instruction significantly influenced the experimental group’s spelling ability and effectively retained its vocabulary ability than the control group in the spelling posttest and delayed test. In addition, the participants of the experimental group showed their preference for the table-top game instruction. They can memorize vocabularies more efficiently than before. Finally, based on the results of the study, some teaching suggestions are provided for English teachers and further studies.

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Pittman, Ramona Trinette. "Improving spelling ability among speakers of African American vernacular English: an intervention based on phonological, morphological, and orthographic principles." 2007. http://hdl.handle.net/1969.1/ETD-TAMU-1483.

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Given the importance of the role of spelling in literacy, it is important to have knowledge of the linguistic features that allow students to be successful spellers. Having phonological, morphological, and orthographic knowledge is essentially important to spell conventionally. In the United States, the standard language is Academic English (AE). African American Vernacular English (AAVE) is considered a deviation from AE, with its own sound system. AAVE is the most widely used form of dialect in the United States. Many students who speak AAVE may have difficulties in producing the correct spelling of AE words. The overall purpose of this study was to provide sixth-grade students, who are speakers of AAVE, with an eight-week intervention in the principles of phonology, morphology, and orthography that would assist them in improving their spelling performance. Students had similar scores on all spelling and dialect pretest measures before the intervention began. The research design was a pretest/posttest/posttest design using waitlist- control. This study included 142 students divided into 14 class sections taught by two teachers. The two teachers provided the intervention to the students. The experimental group consisted of seven classes, and the control group consisted of seven classes. After the first implementation of the intervention, the study was replicated with the control group of students. MANOVA was utilized to determine the effect of the intervention. The intervention produced large effects for the students who received the spelling instruction. The results from the criterion-referenced spelling assessments and a sentence writing task revealed that students who received explicit instruction from the intervention made gains in their spelling performance from pretest/posttest 1/posttest 2 and maintained these gains after being tested eight weeks later. Practical and theoretical recommendations are provided for teachers and researchers. Suggested recommendations include: providing teacher training that will enable teachers to be more linguistically aware of AAVE and its features, making students aware of the difference in the AAVE and the AE sound system, and conducting more research-based studies that will assist speakers of AAVE in literacy and spelling.

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Dissertations / Theses on the topic 'Spelling ability'

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