Three hundred children were tested in the fall and spring of their first grade year. They were given measures of phonological awareness, orthographic knowledge, reading, spelling, IQ and memory. Their teachers were surveyed as to the amount of time they spent in phonics, sight vocabulary, and reading practice instruction. / The results of confirmatory factor analysis, path analysis, regression analysis, and partial time lag correlation analysis suggested that a model of synthesis versus analysis better explained the pattern of results than a model of sensitivity versus awareness or a general model. The results also suggested that orthographic knowledge contributes unique and independent variance to reading and spelling achievement beyond that contributed by phonological awareness, even for beginning readers. Furthermore, the data suggested that orthographic knowledge enables and is enabled by beginning reading and spelling. / In this study, the instructional variables did not contribute unique variance to reading and spelling achievement beyond that of phonological awareness and orthographic knowledge. The measures used in this study were reliable and should be considered for use in the first grade classroom. The teacher survey did not, however, capture the role of instruction. Instructional variables need further exploration in future research. / Source: Dissertation Abstracts International, Volume: 51-12, Section: A, page: 4077. / Major Professor: Richard Wagner. / Thesis (Ph.D.)--The Florida State University, 1990.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_78364 |
| Contributors | Zirps, Fotena Anatolia., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 118 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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