{"id":{"repo_id":"mo-state","oai_identifier":"oai:bearworks.missouristate.edu:theses-1832"},"canonical_url":"https://search.dev.ndltd.org/etd/mo-state/oai:bearworks.missouristate.edu:theses-1832","repository":{"repo_id":"mo-state","name":"Missouri State University","base_url":"https://bearworks.missouristate.edu/do/oai/"},"display":{"title":"Context-Free Word Recognition of Skilled and Less-Skilled Spellers","abstract":"A group of intermediate-grade dysgraphic children, defined as demonstrating adequate reading comprehension but performing below grade level in spelling, was matched for reading comprehension with a group of children who performed adequately in reading and spelling. On a test of context-free word recognition, the dysgraphic group identified fewer words and required more time to respond to each word. Results were interpreted to support a limited-capacity, interactive-compensatory model of reading, with efficient decoding as a mechanism basic to both reading and spelling. Further study of dysgraphc children is warranted to diagnose and remediate decoding problems masked by broad-gauged measures of reading skill.","abstract_html":"A group of intermediate-grade dysgraphic children, defined as demonstrating adequate reading comprehension but performing below grade level in spelling, was matched for reading comprehension with a group of children who performed adequately in reading and spelling. On a test of context-free word recognition, the dysgraphic group identified fewer words and required more time to respond to each word. Results were interpreted to support a limited-capacity, interactive-compensatory model of reading, with efficient decoding as a mechanism basic to both reading and spelling. Further study of dysgraphc children is warranted to diagnose and remediate decoding problems masked by broad-gauged measures of reading skill.","abstract_has_math":false,"creators":["Murray, Bruce A."],"institution":null,"degree_name":"Master of Science in Education in Literacy","degree_level":"Masters","degree_discipline":"Reading, Foundations, and Technology","degree_department":null,"school":null,"contributors":["James Layton"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1990,"date_issued":"1990-07-01T07:00:00Z","date_published":"1990-07-01T07:00:00Z","updated_at":"2026-07-24T03:15:54Z","subjects":["Other Education"],"languages":[],"rights":["© Bruce A Murray"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://bearworks.missouristate.edu/theses/831","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["James Layton"]},{"key":"dc:creator","label":"Author","values":["Murray, Bruce A."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Reading, Foundations, and Technology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science in Education in Literacy"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Other Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["© Bruce A Murray"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://bearworks.missouristate.edu/theses/831"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["A group of intermediate-grade dysgraphic children, defined as demonstrating adequate reading comprehension but performing below grade level in spelling, was matched for reading comprehension with a group of children who performed adequately in reading and spelling. On a test of context-free word recognition, the dysgraphic group identified fewer words and required more time to respond to each word. Results were interpreted to support a limited-capacity, interactive-compensatory model of reading, with efficient decoding as a mechanism basic to both reading and spelling. Further study of dysgraphc children is warranted to diagnose and remediate decoding problems masked by broad-gauged measures of reading skill."]},{"key":"dc:title","label":"Title","values":["Context-Free Word Recognition of Skilled and Less-Skilled Spellers"]}]}],"canonical_facts":{"dc:contributor":["James Layton"],"dc:creator":["Murray, Bruce A."],"dc:description.abstract":["A group of intermediate-grade dysgraphic children, defined as demonstrating adequate reading comprehension but performing below grade level in spelling, was matched for reading comprehension with a group of children who performed adequately in reading and spelling. On a test of context-free word recognition, the dysgraphic group identified fewer words and required more time to respond to each word. Results were interpreted to support a limited-capacity, interactive-compensatory model of reading, with efficient decoding as a mechanism basic to both reading and spelling. Further study of dysgraphc children is warranted to diagnose and remediate decoding problems masked by broad-gauged measures of reading skill."],"dc:identifier":["https://bearworks.missouristate.edu/theses/831"],"dc:rights":["© Bruce A Murray"],"dc:subject":["Other Education"],"dc:title":["Context-Free Word Recognition of Skilled and Less-Skilled Spellers"],"thesis:degree_discipline":["Reading, Foundations, and Technology"],"thesis:degree_level":["Masters"],"thesis:degree_name":["Master of Science in Education in Literacy"]},"updated_at":"2026-07-24T03:15:54Z"}