Author Kent, Melba A
Title The effect of systematic word wall instruction on the literacy achievement of first grade students
book jacket
Descript 271 p
Note Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2097
Adviser: Wilford Weber
Thesis (Ed.D.)--University of Houston, 2006
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
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
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
School code: 0087
DDC
Host Item Dissertation Abstracts International 67-06A
Subject Education, Early Childhood
Education, Teacher Training
Education, Reading
0518
0530
0535
Alt Author University of Houston