This research study was designed to investigate correlations between invented spelling patterns and beginning reading for low-performing and on-level boys and girls in kindergarten. Two research questions were examined: (1) Is there a statistically significant relationship between invented spelling as displayed in task and reading skills as measured by DIBELS? and (2) Does the performance displayed in task and reading skills as measured by DIBELS differ significantly for boys and girls in kindergarten? Student performance data was gathered using extant school Dynamic Indicators of Basic Early Literacy Skills (DIBELS) benchmarks at collected at midyear of kindergarten. It was hypothesized that kindergarten students who scored below DIBELS benchmark at midyear would not perform as well as kindergarten students who scored on or above DIBELS benchmark at midyear on the invented/temporary spelling and reading tasks. It was further hypothesized that gender would not significantly affect task and beginning reading performance as measured by DIBELS for the kindergarten students in this study. Data revealed on-level kindergarten participants performed significantly better than low-performing kindergarten participants on the invented/temporary spelling and word-learning tasks. However, there was very little or no statistical correlation between performance among male and female participants on the temporary spelling tasks and the word-learning tasks.
Identifer | oai:union.ndltd.org:LSU/oai:etd.lsu.edu:etd-07112005-130522 |
Date | 12 July 2005 |
Creators | Grove, Jane McDaniel |
Contributors | Earl H. Cheek, Jr., Margaret T. Stewart, Rita Culross, Paul Mooney, Sharon Naquin |
Publisher | LSU |
Source Sets | Louisiana State University |
Language | English |
Detected Language | English |
Type | text |
Format | application/pdf |
Source | http://etd.lsu.edu/docs/available/etd-07112005-130522/ |
Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached herein a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to LSU or its agents the non-exclusive license to archive and make accessible, under the conditions specified below and in appropriate University policies, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
Page generated in 0.0018 seconds