Context-Free Word Recognition of Skilled and Less-Skilled Spellers

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.

Name thesis:degree_name

Master of Science in Education in Literacy

Level thesis:degree_level

Masters

Discipline thesis:degree_discipline

Reading, Foundations, and Technology

Year

1990

Author dc:creator

• Murray, Bruce A.

Contributors dc:contributor

• James Layton

• Other Education

Statement dc:rights

• © Bruce A Murray

Repository record dc:identifier

https://bearworks.missouristate.edu/theses/831

OAI identifier oai:identifier

oai:bearworks.missouristate.edu:theses-1832