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

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Abstract (if available)

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.

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University of Southern California Dissertations and Theses

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Asset Metadata

Creator Reese, Julie Ann (author)

Core 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

Contributor Electronically uploaded by the author (provenance)

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 11/04/2009

Defense Date 10/14/2009

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag morphology,OAI-PMH Harvest,orthography,phonology,reading achievement,secondary students,Special Education,spelling achievement,writer self-perception beliefs,writing achievement

Language English

Advisor Ragusa, Gisele (committee chair), Mora-Flores, Eugenia (committee member), Yaden, David Jr. (committee member)

Creator Email jreese@esusd.k12.ca.us,jreese@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-m2709

Unique identifier UC1307380

Identifier etd-Reese-3363 (filename),usctheses-m40 (legacy collection record id),usctheses-c127-274992 (legacy record id),usctheses-m2709 (legacy record id)

Legacy Identifier etd-Reese-3363.pdf

Dmrecord 274992

Document Type Dissertation

Rights Reese, Julie Ann

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Repository Name Libraries, University of Southern California

Repository Location Los Angeles, California

Repository Email cisadmin@lib.usc.edu