Phonemic Awareness Skill of Speech-Language Pathologists and Other Educators

Spencer, Elizabeth; Schuele, C. Melanie; Guillot, Kathryn M.; Lee, Marvin W.

doi:10.1044/0161-1461(2008/07-0080)

Cited by 67 publications

(77 citation statements)

References 25 publications

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“…When the level of analysis of children's spellings is simply right or wrong, misspellings provide little guidance as to how to approach instruction. Additionally, several researchers in the US have reported that teachers possess insufficient knowledge of linguistic structure to provide highly effective literacy instruction (e.g., Carreker et al, 2010; Cunningham, Perry, Stanovich, & Stanovich, 2004; Moats, 1994; Spencer, Schuele, Guillot, & Lee, 2008), and less than 45% of pre-service teachers in Australia believe they are sufficiently prepared to teach spelling or phonics (Louden & Rohl, 2006). Such findings point to a lack of teacher preparedness to analyse misspellings beyond correct/incorrect with the purpose of guiding instructional approaches.…”

Section: Discussionmentioning

confidence: 99%

Utility of the Spelling Sensitivity Score to analyze spellings of children with specific language impairment

Werfel

Krimm

2015

Australian Journal of Learning Difficulties

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The purpose of this study was to examine the utility of the Spelling Sensitivity Score (SSS) beyond percentage correct scoring in analysing the spellings of children with specific language impairment (SLI). Participants were 31 children with SLI and 28 children with typical language in grades 2 through 4. Spellings of individual words were scored using two methods: (a) percentage correct and (b) SSS. Children with SLI scored lower than children with typical language when spelling was analysed with percentage correct scoring and with SSS scoring. Additionally, SSS scoring highlighted group differences in the nature of spelling errors. Children with SLI were more likely than children with typical language to omit elements and to represent elements with an illegal grapheme in words, whereas children with typical language were more likely than children with SLI to represent all elements with correct letters.

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Section: Discussionmentioning

confidence: 99%

Utility of the Spelling Sensitivity Score to analyze spellings of children with specific language impairment

Werfel

Krimm

2015

Australian Journal of Learning Difficulties

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“…For struggling learners, in need of and reliant on direct, explicit instruction (Moats, 1994;Moats & Lyon, 1996), inaccurate and contradictory instruction can create substantial obstacles for learning. A teacher's limited knowledge base may impede a child's educational progress (Spencer, Schuele, Guillot, & Lee, 2008). Therefore, teachers must know much about the structure of language and research-based reading and spelling instruction to teach reading effectively to a diverse student population (Moats, 2009).…”

Section: Signed: Rebecca a Cohenmentioning

confidence: 99%

A comparison of schools: teacher knowledge of explicit code-based reading instruction

Cohen

2016

Read Writ

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Nancy: We have known each other for a long time, so it seems only fitting for you to see me through to the end. I appreciate your expertise, guidance, and valuable (and always timely!) feedback. I am grateful for your keen insight into my chosen dissertation topic. While I wanted to write a dissertation that would revolutionize the special education world, you steered me toward just changing a little, yet important, piece-for now. June: My editor extraordinaire, you helped me publish a paper I am proud to say I wrote. I am truly a better writer because of you. Dr. Liaupsin: For seeing me through this process. I appreciate your thoughtful comments and suggestions. Dr Borgstrom: A statistical wiz with an infinite supply of patience. I am eternally grateful to have been the beneficiary of both. My dear friends: Margy, Tere, Julia, Ronnie, Marisa, Sue, and Arthur who were always there to offer encouragement and a glass of wine. Kimberly: Whose magical massages help to ease the stress of hours upon hours spent hunched over my computer. My Pima Community College administrators: For graciously supplying the necessary funds and time to complete my dissertation. And last, but not least, my dear Mike who understands more than anyone the commitment and sacrifices it takes to write a dissertation. You have been by my side throughout this entire journey. Thank you for your many words of support and encouragement, for being my sounding board on all things dissertation, for gently pushing me along when I wasn't so sure I could do it and for loving me, the whole way through. I am honored to have traveled this road with you all.

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“…This is in spite of the fact that SLPs are, arguably, among the professionals best equipped to perform and support development of these and other foundational language concepts and skills. A recent study by Spencer, Schuele, Guillot, and Lee (2008) found that, although not at mastery level, SLPs demonstrated superior knowledge of three levels of PA skills when compared with reading teachers, special education teachers, and kindergarten and grade 1 teachers. The practice of leaving SLPs out of the instructional loop effectively reduces the potential impact of interventions for struggling readers.…”

Section: Recent Efforts To Reform Reading Instructionmentioning

confidence: 94%

Improving Reading Instruction

Sawyer¹

2010

Topics in Language Disorders

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The state of reading proficiency in the United States has been under attack for decades. Attempts to improve reading achievement through instructional practices have taken the profession through the "reading wars" to "balanced-reading" to "evidenced-based" methods. Unfortunately, the professional development of reading teachers persists in isolating reading instruction from the language processes and core knowledge that learning to read must build upon. The paper that follows is a call to action-a rationale for bringing together knowledge and skills across professional preparation areas-to achieve more effective reading instruction in the hope of closing the national achievement gap.

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Phonemic Awareness Skill of Speech-Language Pathologists and Other Educators

Cited by 67 publications

References 25 publications

Utility of the Spelling Sensitivity Score to analyze spellings of children with specific language impairment

Utility of the Spelling Sensitivity Score to analyze spellings of children with specific language impairment

A comparison of schools: teacher knowledge of explicit code-based reading instruction

Improving Reading Instruction

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