Date of Award

1-1-2012

Language

English

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

College/School/Department

Department of Literacy Teaching and Learning

Program

Reading

Content Description

1 online resource (xxi, 333 pages) : illustrations (some color)

Dissertation/Thesis Chair

Donna M Scanlon

Committee Members

Sean Walmsley, Rose-Marie Weber, Lee Bickmore

Keywords

at risk kindergartners, ISA intervention, professional development, reading difficulties, reading instruction, spelling development, Spelling ability, Reading, Response to intervention (Learning disabled children), Kindergarten

Subject Categories

Elementary Education | Language and Literacy Education | Teacher Education and Professional Development

Abstract

This study involved secondary analyses of an existing kindergarten developmental spelling data set which was collected using the Developmental Spelling Test (DST; Tangel & Blachman, 1992, 1995) in Scanlon and her colleagues' 2005 study (Scanlon, Vellutino, Small, Fanuele, & Sweeney, 2005). The purpose of the current study is to examine whether the early literacy instruction/intervention approach called the Interactive Strategies Approach (ISA; Scanlon, Anderson, & Sweeney, 2010; Vellutino & Scanlon, 2002) is effective for improving at-risk children's spelling development.

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