Analyzing the Relationship between Phonemic Proficiency and Orthographic Learning

Autor/in	Clauss, Sarah Joan
Titel	Analyzing the Relationship between Phonemic Proficiency and Orthographic Learning
Quelle	(2023), (96 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Rivier University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-9228-1
Schlagwörter	Hochschulschrift; Dissertation; Correlation; Grade 1; Grade 2; Elementary School Students; Phonemes; Achievement Tests; Reading Skills; Word Recognition; Reading Fluency; Reading Tests; Reading Processes; Predictor Variables; Wechsler Individual Achievement Test + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Korrelation; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Fonem; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Reading skill; Lesefertigkeit; Worterkennung; Lesetest; Leseprozess; Prädiktor; WIAT; Eignungsprüfung; Eignungstest
Abstract	This study analyzes the relationship between phonemic proficiency and orthographic learning in first and second-grade students. It is established in the empirical literature that phonemic skills play a crucial role in word-level reading. What is not thoroughly understood is why some children learn and remember words more efficiently than others. According to the phonemic proficiency hypothesis, one possible avenue of investigation is the degree to which phonemic skills must be mastered to achieve fluent reading. Based on the evidence in the literature, the more proficient a reader's phonemic skills are, the easier it will be for that reader to learn and remember new words. By implementing a word learning activity adapted from a study by Ehri and Saltmarsh (1995) and measuring phonemic proficiency using the Phonemic Proficiency subtest (WIAT-4), this study analyzed the relationship between phonemic skill and ability to learn and remember new words among first and second-grade students. The data collected were analyzed using regression analysis to understand the relationship between phonemic proficiency and orthographic learning and the use of phonemic proficiency as a predictor of orthographic learning outcomes. This study provides additional insight into the role of phonemic proficiency in an individual's ability to remember words efficiently and thus read by sight, which has implications for teaching and assessing phonemic skills. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01