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Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1971. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Reading Specialist). Includes bibliographical references (p. 48-54).

Thesis (M.S.)--University of Wisconsin--Madison, 1975. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.A.)--Memorial University of Newfoundland, 2005. / Bibliography: leaves 78-81.

This research project is concerned with raising attainment by addressing the problems associated with literacy (reading, writing and spellings) at Key Stage 3 in the context of a supplementary school. It looks at different ways of addressing specifically identified problems associated with reading, writing and spellings by designing relevant forms of intervention and tracking progress within an emancipatory approach of the sort advocated by Freire (1970; 1972). Students’ low performance in literacy at Key Stage 3 as observed in a survey carried out by Clark, (2012, p.9-13) revealed that more than fifty per cent of Key Stage 3 students (11-13 years) do not enjoy reading or writing, and/or experience difficulties. Current legislation, the Children and Families’ Act, 2014, provides for additional funding in schools for those young people with the most serious difficulties in learning, for example those who are severely dyslexic. Around two percent of the student population receive additional support for their learning needs in this way (Wearmouth, 2012). It is obvious, therefore, that there are many students, in addition to this two percent, who require additional specialist support for their learning needs that is not available through individual resourcing in schools. The current study, albeit small-scale, indicates that students who experience difficulties in literacy can make rapid improvement in a supplementary school that is based on the principles underpinning supplementary schools in general, but, in the case of adolescents who are disengaged from literacy learning, also adopts an emancipatory approach that takes seriously their own views of their learning and the difficulties they have experienced, and supports their own agency in enhancing their literacy learning outcomes. Lessons learnt from this study can contribute to thinking around alternative approaches to re-engaging students with their literacy learning when provision is designed to engage their personal interests and the young people have a measure of control over their own learning. There may be a suggestion that high-achieving students may also benefit in this way.

The purpose of this study was to gain an in-depth understanding of student, parent and educator perceptions of the effectiveness of the Barton Reading Spelling System. Two research questions were addressed in the study: (a) what are the students’, parents’, and educators’ perceptions of BRSS? and (b) what issues influence the effectiveness of the BRSS? Findings for the first research question included (a) positive effect on spelling, (b) positive effect on decoding and print vocabulary, (c) positive effect on reading fluency, (d) positive effect on writing fluency, (e) positive effect on students’ confidence, (f) positive effect on students’ motivations to read and write, (g) positive influence on reading comprehension if comprehension problems due to decoding deficits, and (h) no effect on oral vocabulary. Findings for the second research question included (a) the methodology, layout and training of the BRSS had a positive influence; (b) tutors’ level of experience, consistency of tutoring, level of instruction, communication with others, value in the program, and relationship with the tutee had an influence; (c) student characteristics of ADHD had a negative influence; and (d) lack of tutor support, education to teachers and parents and application of skills outside of BRSS tutoring had a negative influence. Implications of the study included (a) effectiveness of the BRSS with remediating decoding issues and reading comprehension issues directly related to decoding problems; (b) need for more teacher education on remediating basic reading problems; (c) the careful selection and support of tutors for the BRSS; (d) need for communication and collaboration among all teachers, tutors, and parents of students on BRSS; and (e) need for additional studies on the BRSS in larger samples sizes and in different settings.

The effectiveness of teaching synthetic phonics to EFL students Abstract The diploma considers the effectiveness of systematic and explicit Synthetic Phonics teaching methods in the EFL learning environment. The theoretical section examines foreign language methodology - the field of reading acquisition in young learners, especially English language pronunciation. It studies how systematic explicit Phonics approach can help in learning how to read and pronounce words correctly. It explores the similarities and differences between teaching Synthetic and Analytic Phonics, and compares them. Furthermore it discusses whether synthetic phonics is useful not only for native English speakers, but also for EFL students. The practical part focuses on testing two groups of children who have different experiences of phonics. The data were collected in Prague and the Hradec Králové region. There were 62 students tested out of whom 33 were in a control group and 29 were taught using a systematic Phonics approach. A specially designed test consisting of two different activities was applied. It tested word reading, non-word pronouncing and sight word recognition. The aim of the research was to find out whether explicit Synthetic Phonics teaching instruction helps not only native English speakers, but also EFL learners in...

Σκοπός της παρούσας εργασίας ήταν να μελετήσει την ορθογραφική απόδοση κλιτικών μορφημάτων ουσιαστικών, ρημάτων και επιθέτων της ελληνικής γλώσσας από μαθητές ηλικίας 9 έως 11 ετών. Στη μελέτη συμμετείχαν τρεις ομάδες μαθητών: 21 μαθητές Στ΄ δημοτικού με αναγνωστικές και ορθογραφικές δυσκολίες, 21 μαθητές ίδιας χρονολογικής ηλικίας και 24 μαθητές παρόμοιου αναγνωστικού και ορθογραφικού επιπέδου νεότερης ηλικίας. Αρχικά, χορηγήθηκε στους μαθητές όλων των ομάδων ένα σύνολο δοκιμασιών, οι οποίες αξιολογούσαν τη μη λεκτική τους νοημοσύνη, τη βραχύχρονη μνήμη τους, τις αναγνωστικές και ορθογραφικές τους δεξιότητες. Η πειραματική ορθογραφική δοκιμασία συνίστατο στην ορθογραφική απόδοση ουσιαστικών, επιθέτων και ρημάτων ενσωματωμένων σε κατάλληλα προτασιακά πλαίσια. Σύμφωνα με τα αποτελέσματα, οι μαθητές με αναγνωστικές και ορθογραφικές δυσκολίες ήταν λιγότερο ακριβείς και συνεπείς στην ορθογραφική απόδοση των κλιτικών μορφημάτων των λέξεων συγκριτικά με τους μαθητές τυπικής ανάπτυξης της Στ΄ τάξης δημοτικού. Οι μαθητές με αναγνωστικές και ορθογραφικές δυσκολίες είχαν παρόμοια επίδοση με αυτή των νεαρότερων μαθητών παρόμοιου αναγνωστικού και ορθογραφικού επιπέδου ως προς την ορθογραφική ακρίβεια και την ορθογραφική συνέπεια στην απόδοση των κλιτικών μορφημάτων. Υπήρξαν βέβαια και κάποιες περιπτώσεις, όπου δεν υπήρξαν διαφοροποιήσεις μεταξύ των ομάδων. Επιπλέον, oι μαθητές και των τριών ομάδων είχαν καλύτερη επίδοση στην ορθογραφική απόδοση των κλιτικών μορφημάτων των ουσιαστικών και των ρημάτων σε σχέση με αυτήν στα κλιτικά μορφήματα των επιθέτων. / The purpose of this study was to examine the spelling of noun's, verb's and adjectives' inflectional morphemes in the Greek language by 9–11-year old children. Three groups participated in this study. Particularly, 21 sixth graders with reading and spelling difficulties, 21 chronological age-matched children and 24 younger reading and spelling-level-matched children. At first, students were assessed on a range of tests of non verbal ability, short-memory abilities, as well as reading and spelling abilities. In the experimental spelling task they were asked to spell nouns, verbs and adjectives in dictated sentences. Children with reading and spelling difficulties were less accurate and less consistent than chronological age-matched children in spelling inflectional morphemes. Moreover, children with reading and spelling difficulties performed similarly to younger reading and spelling-level-matched children as far as spelling accuracy and spelling consistency of inflections are concerned. In some cases of inflectional morphemes the three groups did not differ. Finally, children spelled noun and verb inflections more accurately than adjective inflections.

The effectiveness of teaching synthetic phonics to EFL students Abstract This diploma thesis deals with the effectiveness of systematic and explicit Synthetic Phonics teaching methods in the EFL learning environment. The theoretical part of the text investigates the similarities and differences between teaching Synthetic and Analytic Phonics. Whether synthetic phonics is essential not only for native English speakers, but also for EFL students is examined. Furthermore, it introduces the changes and development in phonics teaching in a historical context. The practical section describes the test preparation and presents how the research methodology was applied. It also examines the data collected from testing four groups of Prague primary school children who have different experience of phonics. Last but not least, the empirical section presents the results of 60 students' readings and analyses their performances concluding with an assessment as to whether explicit Synthetic Phonics teaching instruction helps EFL students in pronouncing words or not. Key words: synthetic phonics, analytic phonics, phonemes, graphemes, pronunciation and articulation, spelling, reading, writing

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