| Descript |
271 p |
| Note |
Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2097 |
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Adviser: Wilford Weber |
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Thesis (Ed.D.)--University of Houston, 2006 |
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The research goal was to describe the effect of systematic word wall instruction on the literacy achievement of first grade students. The study tested three hypotheses: (1) there is a statistically significant difference between the high frequency word recognition of first grade students who participated in systematic word wall instruction and the high frequency word recognition of first grade students who did not participate in systematic word wall instruction; (2) there is a statistically significant difference between the spelling stage of first grade students who participated in systematic word wall instruction and the spelling stage of first grade students who did not participate in systematic word wall instruction; and (3) there is a statistically significant difference between the reading level of first grade students who participated in systematic word wall instruction and the reading level of first grade students who did not participate in systematic word wall instruction |
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The study used a quasi-experimental research design with matching in which the independent variable was systematic word wall instruction and the dependent variable was student literacy achievement. Literacy achievement was determined by measuring high frequency word recognition, spelling development, and reading level. Archival data from four suburban elementary schools were analyzed using analysis of covariance procedures |
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The results suggest that systematic word wall instruction provided statistically significant improvement in the high frequency word recognition, spelling stage, and reading level of first grade students when compared with similar student populations that did not receive the systematic word wall instruction |
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School code: 0087 |
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DDC |
| Host Item |
Dissertation Abstracts International 67-06A
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| Subject |
Education, Early Childhood
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Education, Teacher Training
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Education, Reading
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0518
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0530
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0535
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| Alt Author |
University of Houston
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