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121121s2012 txu obm 000 0 eng d |
| 035 |
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|a (OCoLC)ocn818904754
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| 035 |
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|a (OCoLC)818904754
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| 035 |
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|a (TxCM)http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9727
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| 040 |
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|a TXA
|c TXA
|d UtOrBLW
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| 049 |
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|a TXAM
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| 099 |
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|a 2011
|a Dissertation
|a 1969.1/ETD-TAMU-2011-08-9727
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| 100 |
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|a Conway, Barbara Tenney.
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| 245 |
1 |
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|a Analysis of third- and fifth-grade spelling errors on the Test of Written Spelling - 4 :
|b do error types indicate levels of linguistic knowledge? /
|c by Barbara Tenney Conway.
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| 264 |
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1 |
|a [College Station, Tex.] :
|b [Texas A&M University],
|c [2012]
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| 300 |
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|a 1 online resource.
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| 336 |
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|a text
|b txt
|2 rdacontent
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| 337 |
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|a computer
|b c
|2 rdamedia
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| 338 |
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|a online resource
|b cr
|2 rdacarrier
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| 500 |
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|a "Major Subject: Curriculum and Instruction"
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| 588 |
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|a Description from author supplied metadata (automated record created 2012-10-22 13:24:58).
|
| 502 |
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|b Doctor of Philosophy
|c Texas A&M University
|d 2011
|o http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9727
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| 504 |
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|a Includes bibliographical references.
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| 516 |
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|a Text (Dissertation)
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|a A standardized test of spelling ability, Test of Written Spelling - 4 (TWS-4), was used to explore the error patterns of Grade 3 and Grade 5 students in public and private schools in the southwestern region of the US. The study was for the purpose of examining the relationship between types of errors students make within a grade level (Grades 3 & 5 for this study), and the students' spelling proficiency. A qualitative analysis of errors on the TWS-4 resulted in distributions of errors categorized as phonological, phonetic, orthographic, etymological, and morphological. For both Grades 3 and 5, a higher proportion of phonological and phonetic errors were made by students in the lowest spelling achievement group. Students with higher standard spelling scores made a lower proportion of phonological and phonetic errors and a higher proportion of errors categorized as etymological and morphological. The Test of Silent Word Reading Fluency (TOSWRF) was also administered to the students to examine the relationship of these error types to literacy. The correlation between reading fluency (TOSWRF) standard scores and phonological and phonetic errors was negative, whereas the correlation between reading fluency and orthographic, etymological, and morphological error types was positive. This study underscores the value of looking at spelling achievement as a part of students' literacy profiles. In addition, the study highlights the importance of making sure students beyond the years of very early reading and spelling development (Grades 3-5), especially those with low spelling proficiency, have the basic skills of phonological awareness and basic sound/symbol correspondences in place to support their ability to spell and to read, and that spelling must be taught in such a way as to meet students' individual student needs.
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| 500 |
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|a Electronic resource.
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|a Major Curriculum and Instruction.
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|a spelling error anaylysis
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| 653 |
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|a spelling
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| 653 |
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|a test of written spelling - 4
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| 653 |
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|a analysis of spelling errors
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| 700 |
1 |
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|a Malatesha, Joshi R.,
|e thesis advisor.
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| 856 |
4 |
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|u http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9727
|z Link to OAK Trust copy
|t 0
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| 948 |
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|a cataloged
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|c 2012/11/21
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|e jstorlie
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| 952 |
f |
f |
|a Texas A&M University
|b College Station
|c Electronic Resources
|d Available Online
|t 0
|e 2011 Dissertation 1969.1/ETD-TAMU-2011-08-9727
|h Other scheme
|
| 998 |
f |
f |
|a 2011 Dissertation 1969.1/ETD-TAMU-2011-08-9727
|t 0
|l Available Online
|