Dissertation/Thesis Abstract

Evaluation of a strategic tool to inform spelling instruction for Response to Intervention
by Johnson, Tammy M., M.Ed., Saint Mary's College of California, 2012, 210; 1520168
Abstract (Summary)

Current research indicates that a lack of explicit pedagogical content knowledge of the alphabetic principle by general education teachers has impacted the academic success of at-risk learners. To improve this knowledge, for preservice and inservice general education teachers, when analyzing, planning, and instructing spelling at the Tier I Level of Response to Intervention (RTI), an educational product was developed, accompanied by six professional development lessons with Power Point presentations. Four educational experts evaluated the project as a value-added tool to inform and assist teachers' planning and instruction of spelling with RTI at the Tier I. The theoretical rational for the product was based on Piaget's and Vygotsky's learning theories. A historical overview of spelling, spelling theories, the needs of atypical spellers, and strategy usage of the product were introduced throughout the lessons. All four experts deemed the project valuable. Recommendations were recorded to enhance the product and professional development lessons.

Indexing (document details)
Advisor: Moskal, Mary Kay
Commitee: Burnetti, Gerald, Courtney, Victoria, Metcalf-Turner, Phyllis
School: Saint Mary's College of California
Department: School of Education
School Location: United States -- California
Source: MAI 51/03M(E), Masters Abstracts International
Subjects: Educational evaluation, Elementary education, Teacher education
Keywords: Alphabetic principle, Pedagogical content knowledge, Phonemic awareness, Response to intervention, Spelling
Publication Number: 1520168
ISBN: 978-1-267-67901-7
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