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Reading and spelling relationships: ...

DiPerri, Melissa J.

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Reading and spelling relationships: A study of fifth-grade students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Reading and spelling relationships: A study of fifth-grade students./
作者:	DiPerri, Melissa J.
面頁冊數:	51 p.
附註:	Source: Masters Abstracts International, Volume: 43-01, page: 0037.
Contained By:	Masters Abstracts International43-01.
標題:	Education, Reading. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1420997
ISBN:	0496257420

Reading and spelling relationships: A study of fifth-grade students.
DiPerri, Melissa J.

Reading and spelling relationships: A study of fifth-grade students. - 51 p.

Source: Masters Abstracts International, Volume: 43-01, page: 0037.

Thesis (M.S.)--MGH Institute of Health Professions, 2004.

This study examined reading and spelling relationships in good readers/good spellers (GRGS), good readers/weak spellers (GRWS), and poor readers/poor spellers (PRPS). Fifth graders participated in spelling tasks, and tests of non-word decoding, orthographic pattern recognition, visual processing speed, and word recognition speed. Phonological and orthographic knowledge was examined through systematic analysis of a spelling measure that was controlled for word type, frequency, and length. Results revealed that irregular words were more difficult to spell regardless of reading ability. Word frequency was a particular factor for PRPS. Poor readers had difficulty representing sound and orthographic information in their spelling. Conversely, good readers (even with weaker spelling) represented sound information with great accuracy. GRWS quickly identified real words, and recognized orthographic patterns just as well as GRGS. However, GRWS were not as able as GRGS to accurately and efficiently retrieve orthographic patterns for accurate spelling particularly in low frequency, irregular words.

ISBN: 0496257420Subjects--Topical Terms:

1017790
Education, Reading.

Reading and spelling relationships: A study of fifth-grade students.
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502 $a Thesis (M.S.)--MGH Institute of Health Professions, 2004.
520 $a This study examined reading and spelling relationships in good readers/good spellers (GRGS), good readers/weak spellers (GRWS), and poor readers/poor spellers (PRPS). Fifth graders participated in spelling tasks, and tests of non-word decoding, orthographic pattern recognition, visual processing speed, and word recognition speed. Phonological and orthographic knowledge was examined through systematic analysis of a spelling measure that was controlled for word type, frequency, and length. Results revealed that irregular words were more difficult to spell regardless of reading ability. Word frequency was a particular factor for PRPS. Poor readers had difficulty representing sound and orthographic information in their spelling. Conversely, good readers (even with weaker spelling) represented sound information with great accuracy. GRWS quickly identified real words, and recognized orthographic patterns just as well as GRGS. However, GRWS were not as able as GRGS to accurately and efficiently retrieve orthographic patterns for accurate spelling particularly in low frequency, irregular words.
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