Date of Award

Spring 6-9-2017

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor/Committee Member

William Nagy

Second Advisor/Committee Member

Nyaradzo Mvududu

Third Advisor/Committee Member

Scott Beers

Keywords

spelling, morphology awareness, prosody awareness

Abstract

A single case design was used to investigate the impact of two types of instruction on middle school students’ spelling. Phase 1 emphasized morphology awareness instruction (MAI) and phase 2 employed the addition of prosody awareness instruction (PAI). In order to compare the effects of MAI and PAI, spelling scores were gathered from eight students over a 12-week period. The children attended two 30-minute sessions each week. Two of the participants were high performing students, three were typical learners, and three students were experiencing pronounced difficulties in all areas of literacy. The scores of seven out of eight participants indicated a positive response to both phases with the majority of high scores falling in the prosody phase. The effect size (ES) of the overall improvement across the eight students was measured using Tau-U. The ES for morphology the morphology condition compared to baseline was .793, p < .001. The ES for prosody compared to morphology was for prosody compared to morphology was .810, p < .001. Instruction in prosody awareness seems to hold promise as one avenue for rapidly building spelling consciousness in students with diverse learning profiles.

Copyright Status

http://rightsstatements.org/vocab/InC/1.0/

Additional Rights Information

Copyright held by author.

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