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The purpose of this study was to examine the impact of computer assisted instruction on the development of literacy skills. The effect of instructional methodologies designed to stimulate sensory processing (auditory, visual, and somatic sensory) through information processing activities was analyzed. A software program was designed to present instruction to stimulate learning in one sensory modality, visual processing. Also, the effect of delivery mechanisms on the acquisition of literacy skills was investigated. Three treatment groups and a control group were established to analyze differences: cognitive processing methodologies presented via computer technology, conventional methodologies presented via computer technology, cognitive processing methodologies presented through traditional classroom tools, and a control group. A portable keyboard computer with word processing capabilities was selected to deliver technology-enhanced instruction. Results from this study suggest that activities designed to specifically promote processing in one sensory modality, do not promote acquisition of skills in other regions. There was no change in scores when visual methodologies were applied to auditory and somatic sensory cognitive processing goals. When spelling tests that utilized all sensory modalities were analyzed, visual processing instruction had no effect on achievement. This result was duplicated when tests requiring auditory processing skills were examined. However, when visual processing skills were applied to words requiring sight word memorization techniques, the methodologies improved achievement scores. Therefore, it can be concluded that methodologies increase achievement only if activities are designed to stimulate the sensory cognitive modality that the skill requires. Results of analysis concerning the effect of delivery mechanisms on spelling achievement revealed that technology is a useful tool when used to promote information processing related to the learning goal. Visual cognitive processing activities delivered via computer technology were effective only when practice activities matched instructional objectives. When conventional methods of learning spelling skills were presented utilizing technology, student scores did not increase. It can be concluded that spelling achievement can be improved through the introduction of intelligent software applications if the instructional program is designed to stimulate appropriate cognitive processes and to meet targeted learning objectives. A theory for designing instructional software to meet these criteria, The Integrated Processes Method, was presented.

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.

This study aimed to investigate in which ways spell checkers affect L2 learners’ spelling acquisition and whether or not they are suitable for educational purposes. A systematic literature review and a survey were conducted to retrieve data. Further, a phenomenographic approach was applied throughout the study. The results of the study showed that in order forspell checkers to function as an aid for the L2 learners’ spelling acquisition, the learner needs to consciously engage in explicit learning to be able to utilize the aid. Therefore, spell checkers require learners to use individual responsibility. The results also showed that spell checkers need improvements in order to fully function in educational purposes since current spell checkers have limitations as far as detecting errors.

本行動研究旨在探討音節覺識(syllable awareness)與字母拼讀法(phonics)合併教學對台灣國中7年級生（國一學生）拼寫多音節字及英文學習態度的影響。實驗分兩階段進行。第一階段進行小規模的前測，作為正式研究的準備，其目的在測試音節覺識與字母拼讀法合併教學是否適切、教學活動是否可行，以及7年級生在運用此方法拼多音節字是否有困難等等，並根據初探結果修定正式實驗之規劃。第二階段的正式實驗，根據第一階段的結果改良拼字測驗生字、延長教學時間，並加入小測驗以期教學更能適切,以利評估該教學法對學生拼字能力及學習態度的影響。 在正式實驗中，實驗對象為基隆市某國中66名7年級學生,首先進行學習背景調查、音節計數、單音節字、多音節字拼字測驗，之後，篩選出44名程度、背景相近的學生。研究者將此44名學生隨機平均分配為實驗組及對照組兩組,每組各22名學生。對實驗組先施以音節覺識與字母拼讀法合併教學,將音節覺識及字母拼讀等技巧融入英語拼字訓練中;而對照組則單獨採用字母拼讀法教學,教授字母字音的對應關係。實驗組及對照組每週均安排兩節英語課實施上述教學法,每節課15分鐘(每週30分鐘),持續11週。兩組學生在教學後各施以多音節字拼字測驗、學習態度調查,以評量受試者在拼字技巧上的發展及學習態度上的改變情形。 組間比較結果顯示,在十一週實驗教學後,實驗組及對照組二組學生在拼多音節字測驗上無顯著差異。此外,只有實驗組學生在生字及英語學習態度上有顯著的正向改變。 以上研究結果顯示，運用音節覺識與字母拼讀法合併教學能降低學生對拼字的焦慮，改善其學習英語的態度。本研究之結果及教學建議，可供未來國小、國中拼字教學的參考。 / The purpose of this action research was to explore the effects of syllable-awareness based phonics instruction in Taiwanese 7th EFL graders on spelling multi-syllable words. The present study involved two stages: a one-group design pilot study and a formal study. The purpose of the pilot study was to evaluate the feasibility of the syllable-awareness based phonics instruction designed by the researcher. According to the result of the pilot study, the formal research was modified in changing the multi-syllable test words, lengthening the instruction time, and the usage of a quiz. Moreover, in the formal study, two groups will be implemented with different instructions to explore the effects in spelling multi-syllable words and learning attitude. In the formal research, sixty-six 7th graders in two intact classes were chosen as potential subjects. After they filled out a background questionnaire, took three tests: a syllable counting test, a mono-syllable word spelling test, and a multi-syllable word spelling test, forty-four homogeneous subjects were selected. The researcher randomly assigned these 44 subjects into two groups: an experimental group and a control group, each comprised of 22 subjects. The experimental group received syllable-awareness based phonics instruction while the control group received phonics instruction only. All subjects were instructed for 11 weeks, two 15-minute classes per week (thirty minutes per week). After the instruction, the researcher carried out a multi-syllable spelling word posttest and a learning attitude questionnaire to estimate the effects of the instruction and their attitude changes. The result of the multi-syllable word spelling tests revealed that there was no significant difference between the two groups. However, the experimental group showed more positive attitude change than the control group toward vocabulary and English learning. The findings from this study indicate that syllable-awareness based phonics instruction can not only ease the anxiety of spelling multi-syllable words for 7th graders, but also reinforce a more positive attitude toward spelling vocabulary and learning English. According to the results, pedagogical implications and suggestions for further studies are offered.

Exploring the teaching of Grade 1 – 3 English spelling using the Sound Reading System: A case of a Namibian primary school Spelling is crucial for literacy development in children and therefore needs to be taught effectively during the primary grades. A plethora of studies on spelling instruction have been carried out to shed light on the importance of applying scientifically based methods. This study investigated the implementation of the Sound Reading System (SRS) for teaching spelling in Grades 1, 2 and 3 in Namibia – a country where English is mostly acquired as a taught subject. A qualitative design was used to examine the application of the SRS in whole-class instruction in the Erongo region of Namibia. Using observations, interviews and document analysis, data was obtained from one school where the SRS was used to teach spelling. Three teachers were observed and subsequently interviewed on the teaching of English spelling. The findings revealed that, after using the SRS, teachers felt their own alphabetic knowledge had improved and their approach to teaching spelling had changed, leading to an awareness of what meaningful spelling activities entail. They felt that the methodology had provided a systematic approach to their teaching. The teachers were convinced that there is a link between spelling and reading and the methodology provided an opportunity to teach these skills simultaneously. In terms of the SRS, an integrated approach is applied whereby the target sound becomes the focal point of language development to provide an opportunity for skill transfer. However, the teachers found it challenging to slot in all the activities in a timetable that does not cater specifically for spelling. Another challenge perceived by the teachers was the effective teaching of sight words. This study recommends teamwork between teachers and parents to ensure that all SRS activities are completed successfully at home. Furthermore, it emphasises the importance of applying scientific methods in classroom practice. It further suggests that teaching the full range of spellings in the SRS be continued in Grades 4 and 5 to reinforce a deeper understanding of English orthography. Lastly, it is suggested that higher institutions link teacher training to curricular outcomes. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)