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Home CCSU Theses & Dissertations Special education students can achieve spelling success / Kristen Cellerino

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Identifier	Thesis 1582
Author	Cellerino, Kristen
Title	Special education students can achieve spelling success / Kristen Cellerino
Publisher	Central Connecticut State University
Date	2000
Resource Type	Master's Thesis
Notes	The purpose of this study is to investigate if specific strategies help special education students become effective spellers. The study is guided by three sub-questions: 1) Will teaching word families, onset and rime, and chunking of familiar words help my student become more effective spellers? 2) How does using visual memory strategies affect my students' spelling? 3) Will my students' perceptions of themselves as effective spellers improve? I chose to do this action research study because in my school spelling is an area of the fourth and fifth grade language arts curriculum that has been left to the discretion of the of the teachers. There are no specific resources or materials for the teachers to use with the students. In this study I am looking at 12 fourth and fifth-grade learning disabled students who receive their language arts instruction in the resource room. The school is an elementary school for Kindergarten through Grade Five with a population of 577. There are 54 special education students and three special education teachers in the school. For each sub-question, baseline data were collected on each participant; strategies were developed and implemented; and posttest data were collected. The instruments used to collect data were: The ten-minute write, a word pattern test, the spelling section of the Wechsler Individual Achievement Test (WIAT), Writing Dictations, an Interview and an Open Ended Question. The interventions involved word families (Make-and-Break, Word Boxes, and Word Webs), visual memory (Memory, Go-Fish, Word Sorts), and perceptions (Buddy Check, Word Webs). Data results are reported for each participant for each research question. I noted students improved in their ability to use word patterns. The results of the baseline word pattern test indicated high variability in the range of scores (14-91%). The results of the posttest word pattern test indicated that 11 out of the 12 participants scored over 50%. The scores on the posttest word pattern test ranged from 49-95%. Special education students can become effective spellers when they participate in specific spelling interventions. The results of baseline and posttest data from the ten-minute write showed an increase in the number of correctly spelled words as demonstrated by the change in the range of scores. Students also demonstrated more accuracy in the word pattern test. Results from the WIAT imply that most of the students improved their ability to spell words in isolation, not just words based on word families. Students initially performing at lower levels made greater gains in spelling. This action research study indicated that special education students can become effective spellers by using word families, chunking of familiar words and onset and rime. Visual memory strategies helped improve their spelling skills, and the students' perceptions of themselves as effective spellers increased. Teachers should use the strategies described in this study with special education students in elementary school. The strategies can also be carried out with regular education students. Researchers could do further investigations with these strategies with younger elementary education students both in regular education and special education programs.
Subject	Special education -- Spelling ability Spelling ability -- Remedial teaching
Department	Department of Teacher Education
Advisor	Ferrara, Margaret
Type	Text
Digital Format	application/pdf
Language	eng
OCLC number	45219315
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Home CCSU Theses & Dissertations Special education students can achieve spelling success / Kristen Cellerino

Special education students can achieve spelling success / Kristen Cellerino

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