Date of Award

1-1-2010

Document Type

Graduate Field Experience

Superseded Degree Name

Master of Arts in Education (Reading/Language Arts)

Colleges & School

College Of Education And Leadership

First Advisor

Anna Varley

Library of Congress Subject Heading

Phonetics; Phonetics--Study and teaching; Reading disability

Abstract

This project attempted to determine the effects of phoneme-grapheme mapping and personal spelling by sound on reading and writing achievement of a Secondary student at the Cardinal Stritch University Literacy Center. He has a phonological memory reading disability (11 SS,3 percentile), according to the Comprehensive Test of Phonological Processing. This means he is unable to code phonological information (sound structures in language) into short term memory, thus limiting his ability to decode new words. (Wagner, Torgeson, Rashotte, 1999). Intervention emphasized two strategies specifically addressing phonological memory capacity: a). Phoneme-Grapheme Mapping (Grace, 2005): links speech sounds to alphabetic symbols through isolation, manipulation, segmentation, and blending, b). Anderson Spelling by Sound (Anderson personal correspondence): phonetically regular words are repeated slowly, sound by sound, and written using sound-symbol correspondence.

Rights

On-Campus Access

OCLC Number

712654661

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