Title page for ETD etd-07112005-130522

Type of Document Dissertation
Author Grove, Jane McDaniel
Author's Email Address jgrove@lsu.edu
URN etd-07112005-130522
Title A Correlational Study Examining the Relationship between Invented Spelling and Beginning Reading
Degree Doctor of Philosophy (Ph.D.)
Department Curriculum & Instruction
Advisory Committee
Advisor Name Title
Earl H. Cheek, Jr. Committee Co-Chair
Margaret T. Stewart Committee Co-Chair
Paul Mooney Committee Member
Rita Culross Committee Member
Sharon Naquin Dean's Representative
  • developmental spelling
  • emergent literacy
  • beginning reading
  • invented spelling
Date of Defense 2005-07-05
Availability unrestricted
This research study was designed to investigate correlations between invented spelling patterns and beginning reading for low-performing and on-level boys and girls in kindergarten. Two research questions were examined: (1) Is there a statistically significant relationship between invented spelling as displayed in task and reading skills as measured by DIBELS? and (2) Does the performance displayed in task and reading skills as measured by DIBELS differ significantly for boys and girls in kindergarten? Student performance data was gathered using extant school Dynamic Indicators of Basic Early Literacy Skills (DIBELS) benchmarks at collected at midyear of kindergarten. It was hypothesized that kindergarten students who scored below DIBELS benchmark at midyear would not perform as well as kindergarten students who scored on or above DIBELS benchmark at midyear on the invented/temporary spelling and reading tasks. It was further hypothesized that gender would not significantly affect task and beginning reading performance as measured by DIBELS for the kindergarten students in this study. Data revealed on-level kindergarten participants performed significantly better than low-performing kindergarten participants on the invented/temporary spelling and word-learning tasks. However, there was very little or no statistical correlation between performance among male and female participants on the temporary spelling tasks and the word-learning tasks.
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