Phonological awareness and spelling intervention for older children

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dc.contributor.authorHouston, Melanie
dc.contributor.supervisorAnderson, John O.
dc.contributor.supervisorRoberts, Jillian
dc.date.accessioned2010-03-26T18:14:10Z
dc.date.available2010-03-26T18:14:10Z
dc.date.copyright2007en
dc.date.issued2010-03-26T18:14:10Z
dc.degree.departmentDepartment of Educational Psychology and Leadership Studies
dc.degree.levelDoctor of Philosophy Ph.D.en
dc.description.abstractThis intervention study investigated whether children aged seven to ten years, experiencing difficulty developing literacy skills, could increase their phonological awareness and spelling skills by participating in a program lasting for 20 hours. A single subject, multiple base-line design was used with six participants. Phonological awareness blending and segmenting skills as well as single word writing skills were practiced explicitly and systematically in a highly structured program. Written words included mono-syllables, multi-syllabic words and words with derivational and inflectional morphemes. The words in the program focused on words with consistent sound-letter correspondence. All participants scored in the normal range for phonological awareness skills after the first 5 hours of instruction. Gains in phonological awareness skills did not influence spelling skills. Single word spelling only increased when writing skills were specifically targeted. All participants showed improvements in sound-letter correspondence writing skills. Some small, inconsistent gains were made in overall spelling skills.en
dc.identifier.urihttp://hdl.handle.net/1828/2391
dc.languageEnglisheng
dc.language.isoenen
dc.rightsAvailable to the World Wide Weben
dc.subjectLanguageen
dc.subjectLanguagesen
dc.subjectElementaryen
dc.subject.lcshUVic Subject Index::Humanities and Social Sciences::Education::Education, Elementaryen
dc.titlePhonological awareness and spelling intervention for older childrenen
dc.typeThesisen

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