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Examining First-Graders' Construction of Knowledge of Graphophonemic and Orthographic Relationships: Reading and Writing Student-Selected Continuous Text

The purpose of this study was to examine first-graders' construction of knowledge of graphophonemic and orthographic relationships. Three levels of treatment were assigned randomly to three groups of first-graders in their first semester of first grade. Treatment varied in student engagement with reading and writing texts based on student interests and in the amount of interaction students had with one another and the researcher as they read, wrote, and examined words, word patterns, and graphophonemic relationships. The study was based on a quasi-experimental nonequivalent control group design (Campbell & Stanley, 1963) with an added within-subjects factor of 12 weekly test occasions. These weekly tests involved students writing a researcher-dictated continuous text selected by students in the full-treatment group from the larger portion of text read each week. Additional elements of qualitative research were included in the design and analyses. Quantitative analyses revealed statistically significant results. Qualitative data analyses confirmed that students who interacted daily with each other and the researcher in reading and writing activities constructed more knowledge about graphophonemic and orthographic relationships than peers from the partial-treatment group and the control group. Results led to conclusions and implications involving a reexamination of current and traditional methods of spelling instruction and assessment for young children.

Identiferoai:union.ndltd.org:unt.edu/info:ark/67531/metadc278985
Date05 1900
CreatorsFrerichs, Linda C.
ContributorsAllen, Diane D., Tipps, Steven, Craig, Margaret T., Askew, Billie J., Hayes, Robert G.
PublisherUniversity of North Texas
Source SetsUniversity of North Texas
LanguageEnglish
Detected LanguageEnglish
TypeThesis or Dissertation
Formatviii, 222 leaves : ill., Text
RightsPublic, Copyright, Copyright is held by the author, unless otherwise noted. All rights reserved., Frerichs, Linda C.

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