The Impact of Word Study Intervention on Adult English Learners' Spelling and Reading

Shaw, Donita J.

dc.contributor.author	Shaw, Donita J.
dc.date.accessioned	2014-11-03T15:47:54Z
dc.date.available	2014-11-03T15:47:54Z
dc.date.issued	2014-03
dc.identifier.citation	Shaw, Donita J. "The Impact of Word Study Intervention on Adult English Learners‟ Spelling and Reading." Academy Publisher, March 2014. doi:10.4304/jltr.5.2.245-252
dc.identifier.uri	http://hdl.handle.net/1808/15490
dc.description	A grant from the One-University Open Access Fund at the University of Kansas was used to defray the author’s publication fees in this Open Access journal. The Open Access Fund, administered by librarians from the KU, KU Law, and KUMC libraries, is made possible by contributions from the offices of the Provost, Dr. Jeffrey Vitter; Vice Chancellor for Research & Graduate Studies, Dr. Steve Warren; Acting KUMC Executive Vice Chancellor, Dr. Steve Stites; and Dr. Paul Terranova, KUMC Vice Chancellor for Research. For more information about the Open Access Fund, please see http://library.kumc.edu/authors-fund.xml.
dc.description.abstract	The purpose of this study was to document the impact of an instructional approach, Word Study, on adults’ spelling and reading. Forty-nine adults enrolled in ESL classes at a community-based site in the United States from January through May and were tested on the Comprehensive Adult Student Assessment System, the Elementary Spelling Inventory and the Developmental Spelling Analysis. This study employed a mixed-methodology including statistical and qualitative analyses. The results showed significant growth for the adult students on their spelling and reading scores and positive response to the intervention. Reasons for why this approach is valuable to educators are addressed in the discussion.
dc.publisher	Academy Publisher
dc.subject	Word study
dc.subject	Reading
dc.subject	Spelling
dc.subject	Adults
dc.subject	English learners
dc.title	The Impact of Word Study Intervention on Adult English Learners' Spelling and Reading
dc.type	Article
kusw.kuauthor	Shaw, Donita J.
kusw.kudepartment	Curriculum & Teaching
kusw.oastatus	fullparticipation
dc.identifier.doi	10.4304/jltr.5.2.245-252
kusw.oaversion	Scholarly/refereed, publisher version
kusw.oapolicy	This item meets KU Open Access policy criteria.
dc.rights.accessrights	openAccess

Files in this item

Name:: 11969-26430-1-PB.pdf
Size:: 399.1Kb
Format:: PDF

View/Open

This item appears in the following Collection(s)

The University of Kansas prohibits discrimination on the basis of race, color, ethnicity, religion, sex, national origin, age, ancestry, disability, status as a veteran, sexual orientation, marital status, parental status, gender identity, gender expression and genetic information in the University’s programs and activities. The following person has been designated to handle inquiries regarding the non-discrimination policies: Director of the Office of Institutional Opportunity and Access, IOA@ku.edu, 1246 W. Campus Road, Room 153A, Lawrence, KS, 66045, (785)864-6414, 711 TTY.