Links among Segmenting, Spelling, and Reading Words in First and Second Grades [electronic resource] / Barbara R. Foorman and Others.
Twenty first graders and 20 second graders in Houston, Texas, were examined on skills in segmenting, reading, and spelling 50 words with regular and exceptional spelling patterns. By using the same words for each task, it was possible to assess the interrelationships among these skills on a word by...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1992.
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MARC
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| 100 | 1 | |a Foorman, Barbara R. | |
| 245 | 1 | 0 | |a Links among Segmenting, Spelling, and Reading Words in First and Second Grades |h [electronic resource] / |c Barbara R. Foorman and Others. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1992. | ||
| 300 | |a 20 p. | ||
| 500 | |a ERIC Document Number: ED348647. | ||
| 500 | |a ERIC Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 20-24, 1992). |5 ericd. | ||
| 520 | |a Twenty first graders and 20 second graders in Houston, Texas, were examined on skills in segmenting, reading, and spelling 50 words with regular and exceptional spelling patterns. By using the same words for each task, it was possible to assess the interrelationships among these skills on a word by word, child by child basis. A multivariate analysis of variance was conducted on mean difference scores for segmentation-reading, segmentation-spelling, and reading-spelling. Positive differences between measures were observed, except in the segmentation-reading analysis of regular words requiring the deletion of consonant blends and medial sounds. In addition, graphical analyses showed a greater probability of correct reading and spelling given correct segmentation than incorrect segmentation. Results were interpreted to support a computational notion of phonology as a prerequisite to reading and spelling, with a more reflective notion explaining the reciprocal relation between reading and segmentation of complex spelling patterns. (Four tables and two figures of data are included; 21 references and a list of the stimuli for segmentation, reading, and spelling tests are attached.) (Author/RS) | ||
| 650 | 0 | 7 | |a Analysis of Variance. |2 ericd. |
| 650 | 1 | 7 | |a Beginning Reading. |2 ericd. |
| 650 | 0 | 7 | |a Grade 1. |2 ericd. |
| 650 | 0 | 7 | |a Grade 2. |2 ericd. |
| 650 | 0 | 7 | |a Phonology. |2 ericd. |
| 650 | 0 | 7 | |a Primary Education. |2 ericd. |
| 650 | 0 | 7 | |a Reading Research. |2 ericd. |
| 650 | 1 | 7 | |a Spelling. |2 ericd. |
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