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THE EFFECTS OF A MULTI-LINGUISTIC DIAGNOSTIC SPELLING
INTERVENTION ON THE WRITING ACHIEVEMENT AND WRITING
SELF-PERCEPTION BELIEFS OF SECONDARY STUDENTS:
PHONOLOGY, ORTHOGRAPHY, AND MORPHOLOGY
by
Julie Ann Reese
______________________________________________________________
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
December 2009
Copyright 2009 Julie Ann Reese
Object Description
| Title | The effects of a multi-linguistic diagnostic spelling intervention on the writing achievement and writing self-perception beliefs of secondary students: phonology, orthography, and morphology |
| Author | Reese, Julie Ann |
| Author email | jreese@usc.edu; jreese@esusd.k12.ca.us |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2009-10-14 |
| Date submitted | 2009 |
| Restricted until | Unrestricted |
| Date published | 2009-11-04 |
| Advisor (committee chair) | Ragusa, Gisele |
| Advisor (committee member) |
Yaden, David Jr. Mora-Flores, Eugenia |
| Abstract | To compete in the work force today, the global and national economy demands our 21st century learners to write efficiently, effectively, and coherently. Due to minimal progress in writing scores over the past decade, spelling has increasingly become a subject of national debate as poor spelling can impede a writer’s ability to formulate ideas and words which can ultimately translate into lowered writer self-perception beliefs and increased task avoidance behaviors. First, this study examined the pre and post intervention similarities and differences in linguistic skills, literacy-related skills, and writer self-perception beliefs of secondary students with or without Specific Learning Disabilities. Then, this study investigated the effects that a multi-linguistic, diagnostic spelling intervention in phonology, orthography, and morphology with a writing component had on the linguistic skills, literacy-related skills and writer self-perception beliefs of secondary students with Specific Learning Disabilities.; Post intervention results showed the Intervention (Treatment) students who participated in 30 hours of spelling instruction (phonology, orthography, and morphology) with writing component had more moderate to statistically significant gains in phonological awareness (elision; blending nonwords; phoneme reversal; and segmenting words and nonwords), rapid naming, morphology, word attack skills, and reading comprehension than the Non-Intervention (Control) students. These gains appeared to transfer to more moderate to statistically significant gains in spelling (TWS-4, TOWL-3 Spelling Subtest, and DSA TI Composite), writing achievement (TOWL-3), and writer self-perception beliefs (WSPS). The spelling instruction with writing component appeared to decrease the Intervention (Treatment) students’ spelling errors on the persuasive essay posttest yet had no effect on the length, quality, and vocabulary (number of multi-syllabic words).; Based on this individual and collective group case study, students with Specific Learning Disabilities in secondary grades who are struggling with spelling and writing may benefit from this multi-linguistic, diagnostic spelling instruction approach. Future research should investigate this spelling instruction approach with At-Risk secondary students in the General Education classes who are struggling with spelling and writing. Perhaps many poor writers with spelling deficits would pass the writing portions of high-stakes tests at Proficient achievement levels if they were able to master the underlying linguistic skills in spelling development. |
| Keyword | spelling achievement; writing achievement; writer self-perception beliefs; phonology; orthography; morphology; reading achievement; secondary students; special education |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m2709 |
| Rights | Reese, Julie Ann |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Reese-3363 |
| Archival file | uscthesesreloadpub_Volume40/etd-Reese-3363.pdf |
Description
| Title | Page 1 |
| Full text | THE EFFECTS OF A MULTI-LINGUISTIC DIAGNOSTIC SPELLING INTERVENTION ON THE WRITING ACHIEVEMENT AND WRITING SELF-PERCEPTION BELIEFS OF SECONDARY STUDENTS: PHONOLOGY, ORTHOGRAPHY, AND MORPHOLOGY by Julie Ann Reese ______________________________________________________________ A Dissertation Presented to the FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION December 2009 Copyright 2009 Julie Ann Reese |
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