LEADER 00000nam  2200373   4500 
001    AAI3222126 
005    20071112133529.5 
008    071112s2006                        eng d 
020    9780542745010 
035    (UMI)AAI3222126 
040    UMI|cUMI 
100 1  Kent, Melba A 
245 14 The effect of systematic word wall instruction on the 
       literacy achievement of first grade students 
300    271 p 
500    Source: Dissertation Abstracts International, Volume: 67-
       06, Section: A, page: 2097 
500    Adviser: Wilford Weber 
502    Thesis (Ed.D.)--University of Houston, 2006 
520    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 
520    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 
520    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 
590    School code: 0087 
590    DDC 
650  4 Education, Early Childhood 
650  4 Education, Teacher Training 
650  4 Education, Reading 
690    0518 
690    0530 
690    0535 
710 20 University of Houston 
773 0  |tDissertation Abstracts International|g67-06A 
856 40 |uhttp://pqdd.sinica.edu.tw/twdaoapp/servlet/
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