The Developmental Spelling Analysis: A Measure of Orthographic Knowledge

Ganske, Kathy

doi:10.1207/s15326977ea0601_4

Cited by 26 publications

(22 citation statements)

References 22 publications

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“…As they examine the alphabet, pattern, and meaning layers, students gradually internalize basic principles of the orthographic system. Developmental spelling research demonstrates that most learners follow a similar route, or series of stages, as they acquire the features of English orthography (Ganske, 1999;Henderson, 1990;Templeton & Bear, 1992).…”

Section: Development Of Orthographic Knowledgementioning

confidence: 99%

Word Study Instruction and Second-Grade Children's Independent Writing

Williams

Phillips-Birdsong²

2006

Journal of Literacy Research

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This project investigated six 2nd-grade students'use of word study instruction to mediate spelling while writing in their journals. In particular, the researchers examined the students'use of the orthographic principles, sample words, and spelling strategies that had been taught during developmental word study lessons. Results of the project suggest that some students may need explicit instruction on how to apply what they have learned through word study instruction to the writing process. Findings also point to a number of issues that need to be addressed before the efficacy of word study as a comprehensive approach to spelling instruction can be fully determined.Word study is a relatively new approach to spelling instruction. Moving away from memorization and weekly spelling tests, students engage in the active exploration of the principles of English orthography. The approach involves a variety of activities that help learners discover the regularities, patterns, and derivations in English words. Students compare and contrast particular categories of word features and examine the similarities and differences between those categories. The goal is to understand how English words "work." Students do not just learn words; they learn word knowledge that can be applied more generally to their reading and writing (Bear & Templeton, 1998). They also learn specific strategies for spelling (and reading) unfamiliar words.

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Section: Development Of Orthographic Knowledgementioning

confidence: 99%

Word Study Instruction and Second-Grade Children's Independent Writing

Williams

Phillips-Birdsong²

2006

Journal of Literacy Research

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“…We chose to focus on morphology and syntax because of their documented relations with both academic language (Brisk & Zhang-Wu, 2017;Uccelli et al, in press) and reading comprehension (Proctor, Silverman, Harring, & Montecillo, 2012;Silverman et al, 2015). In line with previous research, morphology instruction included a focus on common prefixes, suffixes (Baumann et al, 2003;Goodwin & Perkins, 2015;Kieffer & Lesaux, 2007), and root word meanings (Reed, 2008) via word study techniques (Bear, Templeton, & Invernizzi, 2008;Ganske, 1999). Building on work on supporting syntax, instruction also targeted tracking pronominal references, identifying tense, and connecting ideas in complex sentences using sentence mapping, combining, and segmenting (Stoddard, Valcante, Sindelar, O'Shea, & Algozzine, 1993; P.A.…”

Section: Days 3 and 4: Morphology And Syntaxmentioning

confidence: 99%

Teaching Bilingual Learners: Effects of a Language‐Based Reading Intervention on Academic Language and Reading Comprehension in Grades 4 and 5

Proctor

Silverman

Harring

et al. 2019

Reading Research Quarterly

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A B S T R A C TStudents are expected to comprehend and produce increasingly complex texts in upper elementary school, and academic language and literacy skills are considered critical to meeting these expectations. Notions of academic language are also controversial and require careful deliberation when applied to traditionally minoritized populations, including bilingual learners who negotiate more than one language in their daily lives and have varied linguistic repertoires. In the present study, the authors report on a quasi-experimental field trial of a theoretically grounded and language-based reading intervention framed around language components (semantics, syntax, and morphology), language functions, discussion, and reading comprehension. A sample of 239 Portuguese-English and Spanish-English bilingual students in grades 4 and 5 worked in small instructional groups to explore language, apply reading strategies, and discuss and write about big ideas in text. Half of the students were assigned to the intervention group (n = 119) and the other half (n = 120) to a business-as-usual control group. Classroom teachers (n = 12) and specialists (n = 10) implemented the intervention with small groups of four to six students. Results showed practically meaningful effects of the intervention on standardized measures of both academic language (Hedges's g = 0.248) and reading comprehension (Hedges's g = 0.166), with implications for theory, research, and classroom practice.

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“…LAPS provides a formative, performance-based assessment that links teacher-student language to educational objectives. Just as Ganske's (1999) spelling assessment provides a tool for determining students' developmental spelling level that guides instructional delivery and provides common language for teacher and student, the LAPS serves as a tool for determining students' PS level for determining initial instruction, as well as continuing instruction. In addition, LAPS can be used as a progress-monitoring tool to determine students' progress along the developmental continuum and to affect instructional decisions.…”

Section: Value (Helpfulness Of Measure)mentioning

confidence: 99%

Technical Examination of a Measure of Phonological Sensitivity

Mott

Rutherford

2012

Sage Open

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This study describes the development and evaluation of an assessment of phonological sensitivity (PS) designed to empower teachers to identify children's phonological and phonemic awareness levels for meaningful instruction and to aid literacy researchers in advancing current understandings of the developmental continuum of PS skills. The Leveled Assessment of Phonological Sensitivity (LAPS) is based on specific causal, reciprocal, and correlational relationships to literacy skills, including reading. The assessment contains 11 levels of item types divided in two parts synthesizing linguistic complexity and cognitive operation based on the literature: (a) phonological awareness and (b) phonemic awareness for determining a child's level of PS skill. Technical examination of the LAPS's reliability and validity are presented, including developmental trends of students (n = 333) in Pre-K, K, and Grades 1 and 2. Internal consistency (α = .93) and split-half reliability (Guttman coefficient = .95) were high. Content validity is discussed based on the historical body of research addressing the PS continuum in comparison with the current construct. Developmental validity, determined via ANOVA, revealed LAPS scores discriminating grade level of participants. Confirmatory factor analysis with structural equation modeling revealed single-factor structure, indicating evidence for discriminant validity across LAPS item types along a single latent variable. All 11 paths contained high correlations (across 10 item types with α = .79) between a single factor with rhyme as the exception (α = .40). Findings support LAPS use for teacher identification of students' PS and reinforce the PS hierarchy of task difficulty set forth from the body of research that dates back to 1976.

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The Developmental Spelling Analysis: A Measure of Orthographic Knowledge

Cited by 26 publications

References 22 publications

Word Study Instruction and Second-Grade Children's Independent Writing

Word Study Instruction and Second-Grade Children's Independent Writing

Teaching Bilingual Learners: Effects of a Language‐Based Reading Intervention on Academic Language and Reading Comprehension in Grades 4 and 5

Technical Examination of a Measure of Phonological Sensitivity

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