Thesis Title

Context-Free Word Recognition of Skilled and Less-Skilled Spellers

Date of Graduation

Summer 1990

Degree

Master of Science in Education in Literacy

Department

Reading, Foundations and Technology

Committee Chair

James Layton

Subject Categories

Other Education

Abstract

A group of intermediate-grade dysgraphic children, defined as demonstrating adequate reading comprehension but performing below grade level in spelling, was matched for reading comprehension with a group of children who performed adequately in reading and spelling. On a test of context-free word recognition, the dysgraphic group identified fewer words and required more time to respond to each word. Results were interpreted to support a limited-capacity, interactive-compensatory model of reading, with efficient decoding as a mechanism basic to both reading and spelling. Further study of dysgraphc children is warranted to diagnose and remediate decoding problems masked by broad-gauged measures of reading skill.

Copyright

© Bruce A Murray

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Dissertation/Thesis

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