Context-Free Word Recognition of Skilled and Less-Skilled Spellers
Date of Graduation
Master of Science in Education in Literacy
Reading, Foundations, and Technology
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.
© Bruce A Murray
Murray, Bruce A., "Context-Free Word Recognition of Skilled and Less-Skilled Spellers" (1990). MSU Graduate Theses. 831.