Do 2nd and 3rd Grade Teachers' Linguistic Knowledge and Instructional Practices Predict Spelling Gains in Weaker Spellers?

Autor/inn/en	Puliatte, Alison; Ehri, Linnea C.
Titel	Do 2nd and 3rd Grade Teachers' Linguistic Knowledge and Instructional Practices Predict Spelling Gains in Weaker Spellers?
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 31 (2018) 2, S.239-266 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-017-9783-8
Schlagwörter	Spelling Instruction; Pretests Posttests; Scores; Phonemes; Grade 2; Grade 3; Predictor Variables; Elementary School Students; Hierarchical Linear Modeling; Teaching Methods; Correlation; Achievement Gains; Pedagogical Content Knowledge; Elementary School Teachers + Suchen Sie Ihr Suchwort? Orthographieunterricht; Rechtschreibunterricht; Fonem; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Prädiktor; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation; Achievement gain; Leistungssteigerung; Pädagogische Kompetenz; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	The relationship between 2nd and 3rd grade teachers' linguistic knowledge and spelling instructional practices and their students' spelling gains from fall to spring was examined. Second grade (N = 16) and 3rd grade (N = 16) teachers were administered an instructional practices survey and a linguistic knowledge test. Total scores on the two instruments were not significantly related (r = 0.20), indicating two different constructs. Students (N = 331 2nd graders, N = 305 3rd graders) completed a 40 item spelling dictation test in the fall and spring. HLM analyses were conducted on subsamples of weaker spellers (Ns = 226 2nd graders and 50 3rd graders) who spelled fewer than 20 words correctly on the pretest. Limiting the sample to weaker spellers eliminated ceiling effects on pre- to posttest gains. Results revealed that 2nd grade teachers' linguistic knowledge of phonemic units in words, their teaching of spelling strategies, the time they spent in weekly spelling instruction, and the greater the number of weaker spellers in their classrooms, were significant predictors of weaker spellers' improvement in spelling. For 3rd grade teachers, HLM analyses were not significant perhaps due to lack of power. However, 3rd grade teachers' phonemic knowledge was significantly correlated with weaker spellers' gain scores. Results while correlational provide tentative support for the conclusion that teachers who are more knowledgeable about phonemes in words and who utilize more effective, research based spelling instruction are more successful in teaching spelling to weaker spellers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01