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Adequacy of written spelling fluency as a dynamic indicator of phonological awareness and the alphabetic principle in kindergarten and first grade students /VanLoo, David B. January 2003 (has links)
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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Orthographic specific visual processes during word recognition in developmental dyslexia: an event-related potential studyHiggins, Kellie Elizabeth 28 August 2008 (has links)
Not available / text
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Evaluating the Effectiveness of a Tier 2 Vocabulary Intervention on the Writing and Spelling of Elementary Students with Dyslexia: A Formative Case StudyReiss, Evelyn 01 January 2011 (has links)
This formative case study sought to explore the effectiveness of a remedial intervention based on Tier 2 word meanings for students whose primary deficit is phonological. Within the framework of a formative design research study, collaboration between a special education teacher and the researcher allowed for adaption and delivery of content while providing an opportunity to develop teacher capacity as well as student ability. The study found that focusing on the teaching of word meaning enhanced the remedial program due to the inclusion of a greater range of teaching strategies. Too few words were taught in order to bring about a significant improvement in vocabulary knowledge or spelling skill; however, most of the students believed they had improved in spelling and their attitude to writing was more positive at the end of the study. Several students showed improvement in written expression.
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Evaluating the Effectiveness of a Tier 2 Vocabulary Intervention on the Writing and Spelling of Elementary Students with Dyslexia: A Formative Case StudyReiss, Evelyn 01 January 2011 (has links)
This formative case study sought to explore the effectiveness of a remedial intervention based on Tier 2 word meanings for students whose primary deficit is phonological. Within the framework of a formative design research study, collaboration between a special education teacher and the researcher allowed for adaption and delivery of content while providing an opportunity to develop teacher capacity as well as student ability. The study found that focusing on the teaching of word meaning enhanced the remedial program due to the inclusion of a greater range of teaching strategies. Too few words were taught in order to bring about a significant improvement in vocabulary knowledge or spelling skill; however, most of the students believed they had improved in spelling and their attitude to writing was more positive at the end of the study. Several students showed improvement in written expression.
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Exploring the Relationship Between Orthographic Processing and Word ReadingTims, Talisa 13 August 2013 (has links)
Relationships between various types of orthographic processing and word reading were explored in a sample of 90 second and third grade students in a one and a half year longitudinal study. Participants were administered tests of lexical and sublexical orthographic knowledge, orthographic learning, word reading accuracy, word reading fluency, irregular word reading, nonword decoding, phonological awareness, and nonverbal reasoning. Cross-lag hierarchical regression analyses were used in order to predict growth in the dependent variable. In all analyses, the controls of age, nonverbal reasoning, phonological awareness, and an earlier measure of the dependent variable were entered into the regression before the predictor variable. Generally, it was found that orthographic knowledge measures did not predict growth in word reading (with the exception of irregular word reading), whereas word reading measures predicted growth in orthographic knowledge. Orthographic learning did significantly predict growth in all measures of word reading except nonword decoding. Only word reading accuracy predicted growth in orthographic learning measures. Implications for reading development theory and reading education are discussed.
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Improving the spelling skills of elementary students with mild learning and behavior problems a comparison between an explict [sic] rule-based method and traditional method /Simmons, Kate D., January 2007 (has links) (PDF)
Thesis (Ph.D.)--Auburn University, 2007. / Abstract. Vita. Includes bibliographic references (ℓ. 166-184)
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Effects of music and other stimuli on subsequent verbal task performance.Koster, Michael Richard. January 2005 (has links) (PDF)
Thesis (M.S.)--Montana State University--Bozeman, 2005. / Typescript. Chairperson, Graduate Committee: Richard A. Block. Includes bibliographical references (leaves 24-27).
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A review of literature pertaining to individualized spelling studies/Horgan, Mary Ancille, Sister, O.S.F. January 1970 (has links)
Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1970. / 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. 24-26).
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In vivo rating of treatment acceptability by children : effects of probability instruction and group size on students' spelling performance under group contingency conditions /Goldberg, Ronald, January 1998 (has links)
Thesis (Ph. D.)--Lehigh University, 1998. / Includes vita. Includes bibliographical references (leaves 116-133).
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Using spelling performance to study literacy acquisition in English for Spanish-speaking students in the seventh grade /Rollins, Ivy E. January 2007 (has links)
Thesis (Ph.D.) -- University of Rhode Island, 2007 / Typescript. Includes bibliographical references (leaves 156-177).
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