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A Mechanistic Approach to Cross-Domain Perceptual Narrowing in the First Year of Life
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A Mechanistic Approach to Cross-Domain Perceptual Narrowing in the First Year of Life
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In: Psychological and Brain Sciences Faculty Publication Series (2014)
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A Mechanistic Approach to Cross-Domain Perceptual Narrowing in the First Year of Life
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In: Communication Disorders Department Faculty Publication Series (2014)
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Target pioneering and early morphology of the murine chorda tympani
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The effects of contextualization on fluency and language in three groups of children
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In: ETD collection for University of Nebraska - Lincoln (1997)
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Effects of Interactive Storybook Reading on the Morphosyntactic Development of Preschool Children from Low-Income Environments
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Linguistic Feature Development in Elementary Writing: Analysis of Microstructure and Macrostructure Features in a Narrative and an Expository Genre
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Effects of Interactive Books on Phonological Awareness Skills in Pre-Kindergarten Children from Low-Income Environments
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Marking Developmental Changes in Spelling Ability and Their Relation to Reading in First Grade Children
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Abstract:
Purpose: Research over the past several decades has revealed that spelling is a complex linguistic process. The purpose of this study was to investigate the spelling abilities of first grade children using an analysis tool that documented the linguistic knowledge evident in their spellings. A second purpose was to determine the relation of their spelling abilities to their reading skills. Method: This study examined spelling development and its relation to reading skills in eighty-seven typically developing first grade children (M=6:6). Across three time points during the fall, winter, and spring of first grade, a spelling dictation tasks were administered and the spelling samples were scored using the Spelling Sensitivity Scoring (SSS) procedure. Additionally the Word Identification, Word Attack, and Passage Comprehension subtests of the Woodcock Reading Mastery Test- Revised (WRMT-R; Woodcock, 1987) were administered as measures of reading ability during the Winter and Spring of first grade. Results: The SSS scores revealed general increases in the use of linguistic knowledge resources to spell, from little to no representation of the phonological structure of words to the consistent representation of phonological structure and an emerging knowledge of orthographic patterns. Results of this study indicated that the SSS word scores increased significantly across time and were moderately to strongly correlated with the WRMT-R scores both concurrently and at future times. Across concurrent measures, the Word Identification task most strongly correlated with the SSS word scores followed by the Passage Comprehension and the Word Attack tasks. The SSS word scores were also moderately to strongly related to future reading abilities. Stronger associations were noted between Winter SSS scores and Spring reading scores. Conclusion: The strong associations of spelling and reading abilities in this study provide further support of the shared underlying linguistic resources necessary for word-level spelling and reading. Implications of these findings are discussed. ; A Thesis submitted to the School of Communication Science and Disorders in partial fulfillment of the requirements for the degree of Master of Science. ; Summer Semester, 2010. ; April 19, 2010. ; Reading, Multilinguistic Theories, Spelling, Spelling Analysis ; Includes bibliographical references. ; Kenn Apel, Professor Directing Thesis; Shurita Thomas-Tate, Committee Member; Lisa A. Scott, Committee Member.
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Keyword:
Communication; Rhetoric; Speech
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URL: http://diginole.lib.fsu.edu/islandora/object/fsu%3A182719/datastream/TN/view/Marking%20Developmental%20Changes%20in%20Spelling%20Ability%20and%20Their%20Relation%20to%20Reading%20in%20First%20Grade%20Children.jpg http://purl.flvc.org/fsu/fd/FSU_migr_etd-4638
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