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Effects of multilinguistic word study instruction on word reading and spelling in the first grade: increasing metalinguistic knowledge as an instructional goal
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Abstract:
A nonrandomized quasi-experimental, mixed-method double pretest-posttest design was used to compare the effects of a multilinguistic word study model of instruction –RAVE-O program (Wolf, Miller, & Donnelly, 2000) — in comparison with a phonics word study model of instruction — Fountas and Pinnell Phonics Lessons — Letters, words, and how they work (Pinnell & Fountas, 2003). Repeated measures data were collected over 12 weeks, reflecting three points in time (i.e., Time 1: Fall pretest – baseline to Time 2: April pretest to Time 3: June posttest) to examine 50 first-grade students' growth in word reading and spelling. Additionally, the linguistic patterns of spelling errors were examined across approaches. It was hypothesized that first-grade students who received explicit multilinguistic word study instruction would demonstrate greater literacy achievement (i.e., word reading and spelling) than first-grade students receiving traditional phonics word study instruction. It was also hypothesized that the linguistic pattern of spelling errors (i.e., phonological, orthographic, transpositions, and morphological) would differ as a function of the instructional approach. Neither proposed hypothesis was confirmed in this study. Data showed an overarching pattern of achievement in which, for most outcomes, children demonstrated growth in word reading and spelling skills regardless of the word study approach. More extensive examination of spelling (i.e., correct words, feature points, and inflected endings) revealed significant growth over time for all spelling outcome measures — including morphological comprehension and use, regardless of the word study approach. The linguistic categories of spelling error types on multimorphemic words from least to most were transposition, orthographic image, phonological, orthographic, with the most frequent errors being morphological errors. Students in both groups demonstrated significant growth from pre- to post-testing on their ability to provide the correct affix (i.e., prefix or suffix) when spelling multimorphemic words (i.e., unable, return, giving) — even if they were unable to spell the word correctly. While neither proposed hypothesis was confirmed in this study, the results showed that multilinguistic word study instruction could produce comparable results to traditional phonics word study instruction. This study also reinforced that children in the primary grades can access and use varying linguistic resources and processes, including higher-level morphological knowledge in their reading and spelling development. Furthermore, this study supported the position that examining instruction in the primary grades that incorporates metalinguistic information and a greater understanding of oral and written language versus waiting until the upper grades warrant further examination.
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Keyword:
Reading instruction
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URL: https://hdl.handle.net/2144/41939
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| 2 |
Does Medium Matter? Examining Calibration Accuracy, Comprehension Performance, and Computer Familiarity among Adolescents
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In: ETD Collection for Fordham University (2021)
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A descriptive study on reading instruction provided to students with intellectual disability
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In: ISSN: 1744-6295 ; Journal of intellectual disabilities, Vol. 25 (2021) pp. 1-19 (2021)
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| 5 |
Language learners read comics: Background knowledge and perceptions of multimodal texts
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Benjamin, John D.. - : University of Hawaii National Foreign Language Resource Center, 2021. : (co-sponsored by American Association of University of Supervisors and Coordinators; Center for Advanced Research on Language Acquisition; Center for Educational Reources in Culture, Language, and Literacy; Center for Open Educational Resources and Language Learning; Open Language Resource Center; Second Language Teaching and Resource Center), 2021
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Literacy in development discourse and practice: Comparative studies in Indonesia
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Storytelling Comes Alive: Preschoolers’ Development of Narrative Comprehension and Academic Language Within a Participatory Oral Storytelling Intervention
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| 10 |
Providing Performance Feedback to Paraeducators Implementing PALS
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Jones, Brian. - : eScholarship, University of California, 2020
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A QUALITATIVE STUDY OF THE STRATEGIES DUAL LANGUAGE TEACHERS EMPLOY TO DIFFERENTIATE READING INSTRUCTION IN THEIR CLASSROOMS ...
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書談閱讀教學對國小六年級學童閱讀動機與閱讀行為影響之研究 ; The Effects of Booktalk Reading Instruction on Reading Motivation and Reading Behaviors of Sixth Graders
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Exploring Teacher Perceptions of the Notice and Note Signposts: A Qualitative Case Study
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Exploring Relationships of Positive Reading Attitudes in Secondary English Classrooms across Missouri
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| 15 |
Correlations between Classroom Environment and Reading Skill Growth of Third Graders
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| 16 |
Maryland Educators’ Perceptions of Informational Reading and Nonfiction Writing Instruction during the Implementation of the Common Core State Standards
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| 17 |
Reported Literacy Engagement among Low-Income Parents and Their Children
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The integration of intensive and extensive reading instruction: its effects on Thai primary school students’ English reading ability ...
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Textrevisionen in der multilingualen Orientierungsstufe : TimO : Projektlaufzeit: 10.2016-09.2019 ... : Text revision in multilingual secondary schools ...
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