This qualitative case study relates to the area of word study. The research examines how specific strategies support academic progress when students are stunted at one orthographic stage on the language continuum. Teachers and reading specialists who support language development for students in first through third grades were interviewed as sources of information for this study. The results of this study yielded nine key findings to guide teachers in their instruction of word study. The teachers observed utilized a student-centered hands-on approach for teaching spelling as opposed to a memorization-based traditional approach. They strengthened word knowledge through an approach that focuses on active engagement and small group instruction word study. In addition, these findings reinforce life skills in teachers and their students. Aligned with transformative learning theory, these results emphasize a focus on self-reflection and a transformation of ideas for teachers. These results also develop the mindset of students as active participants in the learning process. The findings of the research are significant because they are transferable to other content areas as well.
|Advisor:||Wilson, Faith A.|
|Commitee:||Eagle, Sherry, Pickup, Austin|
|Department:||Leadership in Curriculum and Instruction, K-12 Learning|
|School Location:||United States -- Illinois|
|Source:||DAI-A 80/03(E), Dissertation Abstracts International|
|Subjects:||Elementary education, Reading instruction|
|Keywords:||Language development, Phonemic awareness, Phonics, Spelling, Word study, Words Their Way|
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