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A comparison of two systematic appro...

Hayes, Latisha L.

A comparison of two systematic approaches to phonics and spelling instruction in beginning reading: A basal phonics program and word study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A comparison of two systematic approaches to phonics and spelling instruction in beginning reading: A basal phonics program and word study./
Author:	Hayes, Latisha L.
Description:	153 p.
Notes:	Source: Dissertation Abstracts International, Volume: 65-04, Section: A, page: 1302.
Contained By:	Dissertation Abstracts International65-04A.
Subject:	Education, Reading. -
Online resource:	Download fulltext (下載全文)
ISBN:	0496786962

A comparison of two systematic approaches to phonics and spelling instruction in beginning reading: A basal phonics program and word study.
Hayes, Latisha L.

A comparison of two systematic approaches to phonics and spelling instruction in beginning reading: A basal phonics program and word study. - 153 p.

Source: Dissertation Abstracts International, Volume: 65-04, Section: A, page: 1302.

Thesis (Ph.D.)--University of Virginia, 2004.

The purpose of this study was to evaluate the impact of a word study approach to phonics instruction for beginning readers relative to a basal approach to phonics instruction in seven first grade classrooms from two elementary schools in a southeastern state. The two approaches were a basal program and an approach based on principles of word study. Both schools used the Open Court basal as their primary source of literacy instruction in first grade. The Comparison classrooms received phonics instruction through the Open Court basal. The Word Study classrooms received phonics instruction using word study in place of Open Court phonics while keeping the remainder of the basal program intact. Pre- and posttest measures using the Woodcock-III Tests of Achievement (Letter-Word Identification, Reading Fluency, Reading Comprehension, Word Attack, and Spelling) and the Developmental Spelling Analysis were administered to 88 first grade students. Differential treatment effects were examined to investigate the effects of each phonics approach ( Comparison and Word Study) on various achievement groups (students with reading difficulties; average-achieving and high-achieving students). Analysis of the data showed significantly greater gains on decoding and spelling measures in the Word Study school relative to the comparison group, but the comparison school exhibited significantly greater gains on measures of comprehension. Interpretation of results and instructional implications are offered. Results do inform future research on phonics and spelling instruction with beginning readers.

ISBN: 0496786962Subjects--Topical Terms:

1000005408
Education, Reading.

A comparison of two systematic approaches to phonics and spelling instruction in beginning reading: A basal phonics program and word study.
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100 1 $a Hayes, Latisha L. $3 1000005576
245 1 2 $a A comparison of two systematic approaches to phonics and spelling instruction in beginning reading: A basal phonics program and word study.
300 $a 153 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-04, Section: A, page: 1302.
500 $a Adviser: Marcia Invernizzi.
502 $a Thesis (Ph.D.)--University of Virginia, 2004.
520 $a The purpose of this study was to evaluate the impact of a word study approach to phonics instruction for beginning readers relative to a basal approach to phonics instruction in seven first grade classrooms from two elementary schools in a southeastern state. The two approaches were a basal program and an approach based on principles of word study. Both schools used the Open Court basal as their primary source of literacy instruction in first grade. The Comparison classrooms received phonics instruction through the Open Court basal. The Word Study classrooms received phonics instruction using word study in place of Open Court phonics while keeping the remainder of the basal program intact. Pre- and posttest measures using the Woodcock-III Tests of Achievement (Letter-Word Identification, Reading Fluency, Reading Comprehension, Word Attack, and Spelling) and the Developmental Spelling Analysis were administered to 88 first grade students. Differential treatment effects were examined to investigate the effects of each phonics approach ( Comparison and Word Study) on various achievement groups (students with reading difficulties; average-achieving and high-achieving students). Analysis of the data showed significantly greater gains on decoding and spelling measures in the Word Study school relative to the comparison group, but the comparison school exhibited significantly greater gains on measures of comprehension. Interpretation of results and instructional implications are offered. Results do inform future research on phonics and spelling instruction with beginning readers.
590 $a School code: 0246.
650 4 $a Education, Reading. $3 1000005408
650 4 $a Education, Elementary. $3 1000005428
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710 2 0 $a University of Virginia. $3 170929
773 0 $t Dissertation Abstracts International $g 65-04A.
790 1 0 $a Invernizzi, Marcia, $e advisor
790 $a 0246
791 $a Ph.D.
792 $a 2004
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