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Effects of a supplemental syllable s...
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Diliberto, Jennifer A.
Effects of a supplemental syllable skills curriculum on reading and spelling achievement in middle school students taught in remediation classes.
紀錄類型:
書目-電子資源 : 單行本
正題名/作者:
Effects of a supplemental syllable skills curriculum on reading and spelling achievement in middle school students taught in remediation classes./
作者:
Diliberto, Jennifer A.
面頁冊數:
130 p.
附註:
Source: Dissertation Abstracts International, Volume: 67-02, Section: A, page: 0516.
Contained By:
Dissertation Abstracts International67-02A.
標題:
Education, Language and Literature. -
電子資源:
Download PDF (下載PDF全文)
ISBN:
9780542552236
Effects of a supplemental syllable skills curriculum on reading and spelling achievement in middle school students taught in remediation classes.
Diliberto, Jennifer A.
Effects of a supplemental syllable skills curriculum on reading and spelling achievement in middle school students taught in remediation classes.
- 130 p.
Source: Dissertation Abstracts International, Volume: 67-02, Section: A, page: 0516.
Thesis (Ph.D.)--The University of North Carolina at Charlotte, 2006.
The No Child Left Behind (NCLB) Act (2001) holds schools accountable for meeting set standards through reading and math assessments in grades 3-8. With more push towards accountability, schools must ensure that struggling readers receive proper reading instruction to meet accountability standards. For years, struggling readers have been taught syllable skills to increase decoding and encoding abilities. The purpose of the current investigation was to determine whether adding direct, explicit, and systematic instruction of syllable skills with phonetically regular nonsense and low-frequency word practice for both decoding and encoding to the Corrective Reading Decoding Program would increase reading and spelling achievement at a faster rate in students with high incidence disabilities, AD/HD, and those students at-risk for reading failure. A syllable skills intervention including instruction in syllable patterns, syllabication steps and rules, and accenting patterns were added to the Corrective Reading Decoding Program for the intervention condition. Students practiced syllable skills by decoding and encoding nonsense and low-frequency mono- and multisyllabic words. Results indicated that there were statistically significant differences between pretests and posttests for all dependent measures: (a) word identification, (b) word attack, (c) reading comprehension, (d) spelling, and (e) fluency. Additionally, the intervention group demonstrated greater increase from pretest to posttest on word identification, word attack, reading comprehension, and fluency. Implication for practice and future research are presented.
ISBN: 9780542552236Subjects--Topical Terms:
1000005448
Education, Language and Literature.
Effects of a supplemental syllable skills curriculum on reading and spelling achievement in middle school students taught in remediation classes.
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The No Child Left Behind (NCLB) Act (2001) holds schools accountable for meeting set standards through reading and math assessments in grades 3-8. With more push towards accountability, schools must ensure that struggling readers receive proper reading instruction to meet accountability standards. For years, struggling readers have been taught syllable skills to increase decoding and encoding abilities. The purpose of the current investigation was to determine whether adding direct, explicit, and systematic instruction of syllable skills with phonetically regular nonsense and low-frequency word practice for both decoding and encoding to the Corrective Reading Decoding Program would increase reading and spelling achievement at a faster rate in students with high incidence disabilities, AD/HD, and those students at-risk for reading failure. A syllable skills intervention including instruction in syllable patterns, syllabication steps and rules, and accenting patterns were added to the Corrective Reading Decoding Program for the intervention condition. Students practiced syllable skills by decoding and encoding nonsense and low-frequency mono- and multisyllabic words. Results indicated that there were statistically significant differences between pretests and posttests for all dependent measures: (a) word identification, (b) word attack, (c) reading comprehension, (d) spelling, and (e) fluency. Additionally, the intervention group demonstrated greater increase from pretest to posttest on word identification, word attack, reading comprehension, and fluency. Implication for practice and future research are presented.
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Download PDF (下載PDF全文)
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