Compositional fluency and spelling accuracy of second-grade students under six priming conditions PDF
Preview Compositional fluency and spelling accuracy of second-grade students under six priming conditions
COMPOSITIONALFLUENCYANDSPELLINGACCURACY OFSECOND-GRADESTUDENTSUNDERSIXPRIMINGCONDITIONS By '^'-\ ROXANNEFRANCESHUDSON ' I.*.'A ADISSERTATIONPRESENTEDTOTHEGRADUATESCHOOLOFTHE UNIVERSITYOFFLORIDAINPARTIALFULFILLMENTOFTHE REQUIREMENTSFORTHEDEGREEOFDOCTOROFPHILOSOPHY UNIVERSITYOFFLORIDA 2002 ACKNOWLEDGMENTS Manypeopleprovidedsupportandhelptothisproject. Withoutthem,thisstudy wouldnothavebeensuccessful,andIamgratefulfortheirassistance. Specialthanksgotothesecond-gradestudentswhoparticipatedinthis investigation. Theirwillingnesstotrysomethingnewandperseverethroughsixwriting conditionsmadethisprojectpossible. Ialsowishtoextendmyappreciationtotheadministratorswhoallowedmeto conductresearchintheirschools. MysincerethanksgotoMs.SharonBailey,Ms.Kathy Dixon,Dr.ChristineHirsch,andMs.SandyMedeiros. Aswell,Iexpressmyextreme gratitudetotheteacherswhoincorporatedmyprojectintotheirinstructionata particularlyhectictimeoftheschoolyear. Withouttheirpatienceandcooperation,a projectofthissizewouldhavebeenimpossible. Specialthanksgotothesecond-grade teammembersateachschool:Ms.Young,Ms.Bounds,Ms.Cowart,Ms.Dudek,Ms. Lehman,Ms.Nilon,Ms.Clark,Ms.Homer,Ms.Lee,Ms.Long,Ms.Priscott,Ms. Silcox,Ms.Worley,Ms.Zant,Ms.Abate,Ms.Cromwell,Ms.McKenzie,andMr. Moore. Numerouspeoplehelpedwiththegargantuantaskofcountingthewordsand assessingspellingofmultiplestorieswrittenby350children. Iowethemagreatdealof gratitudeandappreciation. ThanksareextendedtoAlysonAdams,ClayDuncan,Alice KayeEmery,LisaGeckle,DavidHoppey,KarenKuhel,MarthaLeague,AmyLoomis, andDuncanS. ii Ateverystepoftheway,Iwasupliftedandencouragedbymyfellowdoctoral students. EverytimeIfeltdiscouragedduringthisproject,theywerealwaystherewith anencouragingwordandlaughtertohelpmeseethelightersideofthings. WithoutMs. AlysonAdams,Ms.AliceKayeEmery,Mr.DavidHoppey,Ms.KarenKuhel,Dr.Mary ArmNelson,Dr.PaigePullen,Ms.TracyTorode,andDr.BradWitzel,myexperience duringmyprogramwouldhavebeengreatlydiminished. Iwillenjoyworkingwiththem ascolleaguesthroughoutmycareer. Ialsowishtothankthemembersofmycommittee. Dr.CecilMercer,Dr.Holly Lane,Dr.VivianCorrea,Dr.MaureenConroy,andDr.DaveMillerwerehelpfulinso manyways,providingguidancewhenIneededitandlettingmetrythingsonmyownto betterlearnfromtheexperience. IfeelfortunateIwasabletoworkwithsuchatalented groupofindividuals. Asmycommitteechair.Dr.CecilMercerwasagreatsupportandguide. He providedemotionalsupportduringmyprogramandremindedmeoftenofmymission anddesiretohelpstudentswithdisabilitiesatcriticalmomentswhenmyspiritswere flagging. Asmycochairandmentor,Dr.HollyLanewasindispensabletoallaspectsofmy program: teaching,learning,service,presenting,writing,andresearch. Shewasmy mentor,colleague,andmostofall,myfriend. Withouthersupportandguidance,Iwould nothavecompletedthisprogram,muchlessthisdissertation. Heradvicewashelpful fromtheconceptionofthisprojectthroughdataanalysistothewritingofthis dissertation. Iamhonoredtohavehadtheopportunitytoworkwithher. iii Finally,mygreatestthanksgotomyfamily. Myparents,thelateLloydand AndreaHudson,providedmuchloveandsupportinmylife. Withouttheir encouragementthroughtheyearstostrivefortheverybest,Iwouldnothavedaredto dreamIcouldcompleteadoctoralprogram. Asalways,nothingwouldbepossible withoutmybiggestsupporterandpartner,myhusband,JohnBellow. Frombeginningto end,hewasalwayswillingtodropwhathewasdoinganddiscussmyresearchwithme. Hisinputfromthedesigntotheanalysisandinterpretationwasindispensable,andI thankhimfromthebottomofmyheart. iv 3 TABLEOFCONTENTS Page ACKNOWLEDGMENTS ii ABSTRACT ix CHAPTER 1 INTRODUCTIONTOTHEPROBLEM 1 RationalefortheStudy 5 ScopeoftheStudy 6 DeUmitations 7 Limitations 7 DefinitionofKeyTerms 8 StudyOverview 10 2 REVIEWOFRELATEDLITERATURE 12 TheoreticalFramework 1 ConnectionistTheory 13 Whatisconnectionism? 14 Paralleldistributedprocessing 14 ComputationalModeling 16 ConnectionistModelsofReading 17 SeidenbergandMcClelland 17 Adams 19 Orthographicprocessor 19 Contextprocessor 20 Meaningprocessor 20 Phonologicalprocessor 21 ConnectionistModelsofSpelling 23 BrownandLoosemore 23 BosmanandVanOrden 23 TheoreticalFrameworkSummary 25 SupportfortheTheoreticalConnectionbetweenReadingandSpelling 26 V ReadingandSpellingDevelopmentSequence 27 StageI:PrealphabeticReadingandPreliterateSpelling 29 Reading 29 Spelling 30 StageII:PartialAlphabeticReadingandLetter-NameSpelling 30 Reading 31 Spelling 31 TransitionfromPartial AlphabetictoFullAlphabetic 32 StageIII:FullAlphabeticReadingandPhonicSpelling 33 Reading 34 Spelling 34 StageIV:ConsolidatedAlphabeticReadingandWithin-WordPatterns Spelling 36 Reading 36 Spelling 37 AsymmetryBetweenReadingandSpelling 38 PrimingResearch 40 WhatIsPriming? 40 Measurementmethodology 41 Semanticpriming 42 Morphologicalpriming 43 Formpriming 45 Repetitionpriming 45 Phonologicalandorthographicpriming 46 PriminginSpelling 49 Summary 52 ResearchMethodology 53 ContributorstoCompositionalFluency 54 HandwritingFluencyandSpellingAchievement 54 ReadingAchievement 57 LiteratureReviewSummary 57 METHODSANDMATERIALS 59 ResearchQuestionsandHypotheses 59 SettingsandParticipants 60 SchoolDemographics 60 ParticipantDescription 61 PrimingConditions 63 Condition1:OrthographicPriming 63 Condition2:PhonologicalPriming 63 Condition3:ContextualandOrthographicPriming 64 Condition4:ContextualandPhonologicalPriming 64 Condition5:ContextualPriming 64 Condition6:NoPriming 65 vi 1 ResearchInstrumentation 65 DependentVariableMeasures 65 Writingfluency 65 Spellingaccuracy 68 CovariateMeasures 68 Orthographicknowledgeandspellingdevelopmentalstage 68 Handwritingfluency 69 Readingachievement 70 ExperimentalDesign 71 TreatmentoftheData 72 RESULTS 75 DataAnalysis 76 ObtainedReliabilityCoefficients 76 EffectofWritingConditionsonCompositionalFluencyandSpelling....77 EffectonCompositionalFluency 77 Effectsduetowritingcondition 77 Effectsduetowritingoccasion 80 EffectsonCompositionalFluencyofSubsamplesofStudents 82 Readingcomprehensionquartiles 84 Writingfluencyquartiles 87 Spellingachievementquartiles 89 EffectonSpellingAccuracy 92 EffectsDuetoWritingCondition 93 EffectsonCompositionalSpellingAccuracyofSubsamplesof Students 95 Readingcomprehensionquartiles 95 Writingfluencyquartiles 95 Spellingachievementquartiles 97 DifferencesinResponsestoWritingConditionsAmongGroups 99 CompositionalFluency 99 Interactionbetweenconditionandletter-generationfluency 103 Interactionbetweenconditionandspellingachievement 104 Interactionbetweenconditionandgifted 105 Interactionbetweenconditionandsocioeconomicstatus 105 CompositionalSpellingAccuracy 105 MainEffects 107 Interactionbetweenconditionandspellingachievement 11 Interactionbetweencondition,disability,andTitle1 Ill Interactionbetweencondition,disability,andgender 113 Interactionbetweencondition,gender,andTitle1 113 ContributionstoCompositionalFluencyandSpellingAccuracy 115 CompositionalFluency 115 SpellingAcciiracy 116 vii 5 DISCUSSION 117 TheoreticalImplications 117 CompositionalFluency 117 Primingconditions 117 Writingoccasion 124 CompositionalSpellingAccuracy 125 ComparisonofGroupDifferenceinResponsetoWritingConditions 127 CompositionalFluency 127 CompositionalSpellingAccuracy 129 Summary 131 ContributionstoCompositionalFluencyandSpellingAccuracy 131 LimitationstothePresentStudy 132 ImplicationsforFutureResearch 134 Conclusion 135 APPENDIX A EXAMPLESTORYPROMPTFROMNATIONALASSESSMENTOF EDUCATIONALPROGRESS 138 B EXAMPLESTORYPROMPTSFROMFLORIDACOMPREHENSIVE ACHIEVEMENTTEST 141 C INSTITUTIONALREVIEWBOARDAPPROVAL 143 D TEACHERSCRIPTSFORADMINISTERINGWRITINGCONDITIONS.145 E TEACHERSCRIPTSFORHANDWRITINGFLUENCYAND SPELLINGACHIEVEMENTMEASURES 218 REFERENCES 222 BIOGRAPHICALSKETCH 229 viii AbstractofDissertationPresentedtotheGraduateSchool OftheUniversityofFloridainPartialFulfillmentofthe RequirementsfortheDegreeof DoctorofPhilosophy COMPOSITIONALFLUENCYANDSPELLINGACCURACY OFSECOND-GRADESTUDENTSUNDERSIXPRIMINGCONDITIONS By . . RoxaimeFrancesHudson August2002 Chair: CecilD.Mercer MajorDepartment: SpecialEducation Thisstudyaddressedthreequestionsrelatedtotheeffectsofsixpriming conditionsonthewritingof195secondgradersinfourschoolsofanortheasternFlorida schooldistrict.Thefirstconcernedtheroleoftheprimingconditionsonthe compositionalfluencyandspellingaccuracyofsecondgraders. Wouldtherebe differentialeffectsduetoconditionsamongthewholegroupandsmallersubgroups?The secondquestionaskedwhethertheeffectsseenamongthestudentswouldbedifferentin groupingsbasedonability,gender,andsocio-economicstatus. Thethirdaskedwhat variablesexplainthevarianceintheobservedcompositionalfluencyandspelling accuracy. Thestudentswereaskedtowritesixnarrativesinresponsetostorystarters presentedinsixdifferentwaysdesignedtoprovidedifferentialpriming. Theconditions were(a)copying,(b)dictation,(c)discussion,(d)discussionandcopying,(e)discussion anddictation,and(f)topic. Inaddition,datawerecollectedonthe(a)sentence-copying ix fluency,(b)letter-generatingfluency,(c)readingcomprehension,and(d)spelling — achievement. Thefindingsfortheentiresample subgroupsdefinedbyreading — achievement,handwritingfluency,andspellingachievement arepresented. Inaddition, resultsbasedongroupcomparisonsbasedonpresenceofadisability,gender,Title1 enrollment,socioeconomicstatus,andgiftednessarepresented. Theoreticalimplications arediscussed,asareimplicationsforthefieldandfutureresearchdirections. X
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