Criterion Validity of the Spelling Performance Evaluation For Language and Literacy (SPELL)
Date of Graduation
Spring 2006
Degree
Master of Science in Communication Sciences and Disorders
Department
Communication Sciences and Disorders
Committee Chair
Julie Masterson
Abstract
This study determined the criterion validity of the Spelling Performance Evaluation for Language and Literacy (SPELL), as assessment instrument for spelling and word-study skills. Previous research indicates that spelling and reading are related, and instruction in one can lead to improvements in the other. Participants included 135 students in Grades 1 through 6. Participants’’ performance on SPELL was compared to their performance on two subtests of the Woodcock Diagnostic Reading Battery and the Test of Written Spelling-4. The results from Pearson-r correlations and a simultaneous multiple regression analysis indicate that SPELL validly measures students’ skills in spelling, decoding, and recognition of sight words. SPELL can be used to identify word study goals in a variety of grades and settings.
Keywords
no child left behind act, spelling, reading, assessment, validity
Subject Categories
Communication Sciences and Disorders
Copyright
© Rebecca J. Mooney
Recommended Citation
Mooney, Rebecca J., "Criterion Validity of the Spelling Performance Evaluation For Language and Literacy (SPELL)" (2006). MSU Graduate Theses/Dissertations. 1934.
https://bearworks.missouristate.edu/theses/1934
Dissertation/Thesis
