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
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.
Subject Categories
Other Education
Copyright
© Bruce A Murray
Recommended Citation
Murray, Bruce A., "Context-Free Word Recognition of Skilled and Less-Skilled Spellers" (1990). MSU Graduate Theses. 831.
https://bearworks.missouristate.edu/theses/831
Dissertation/Thesis
