The Effect of Integrated Strategy Instruction On Spelling and Reading Achievement of Fifth Grade Students

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dc.contributor.advisorHecht, Allison
dc.contributor.advisorBeard, Kay
dc.contributor.authorIngle, Angelina
dc.contributor.departmentGraduate Programs of Educationen_US
dc.contributor.programMasters of Educationen_US
dc.date.accessioned2018-07-16T19:36:45Z
dc.date.available2018-07-16T19:36:45Z
dc.date.issued2018-06-26
dc.description.abstractThe purpose of this study was to determine if fifth grade students of various achievement levels would achieve higher in spelling and reading after receiving explicit integrated instruction of encoding and decoding strategies. The measurement tools were the Words Their Way Spelling Inventory, the Scholastic Reading Inventory, and the Bader Graded Word List Inventory. This study involved the use of a quasi-experimental design with two sample groups: The intervention group (n=15) and the control group (n=19). SRI, Bader, words spelled correctly, word feature, and spelling combined scores were obtained before and after the intervention for both groups. The two groups did not differ significantly on any of the variables as seen by the following statistical results: SRI (Intervention Mean = 595.80, SD = 308.69; Control Mean = 674.79, SD = 222.35) [t (32) = .87, p = .39]; Bader (Intervention Mean = 74.40, SD = 22.76; Control Mean = 79.68, SD = 13.72) [t (32) = .79, p = .44]; Words spelled correctly score (Intervention Mean = 13.80, SD = 7.13; Control Mean 16.11, SD = 5.33) [t (32) = 1.08, p = .29]; Feature score (Intervention Mean = 44.47, SD = 15.91; Control Mean = 49.89, SD = 8.39) [t (32) = 1.20, p = .25]; and Combined score (Intervention Mean = 58.27, SD = 22.74; Control Mean = 66.53, SD = 13.68) [t (32) = 1.24, p = .23]. This study did not provide evidence that small group explicit integrated encoding and decoding instruction significantly affected spelling abilities; however, time spent on spelling instruction did not negatively impact reading skills. Implications, limitations, and recommendations for future research are discussed.en_US
dc.format.extent41 pagesen_US
dc.genreaction research papersen_US
dc.identifierdoi:10.13016/M2ZP3W37V
dc.identifier.urihttp://hdl.handle.net/11603/11010
dc.language.isoen_USen_US
dc.publisherGoucher Collegeen_US
dc.relationMaster of Education
dc.relation.isAvailableAtGoucher College, Baltimore, MD
dc.rightsThis work may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.
dc.subjectSpelling and Reading Integrationen_US
dc.subjectWord Identificationen_US
dc.subjectSpelling Instructionen_US
dc.subject.lcshEducation -- Research papers (Graduate).
dc.titleThe Effect of Integrated Strategy Instruction On Spelling and Reading Achievement of Fifth Grade Studentsen_US
dc.typeTexten_US

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