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Three Points of the Phonics Triangle: an Equilateral Relationship Among Pseudoword Reading, Name Reading, and Spelling

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Three Points of the Phonics Triangle: an Equilateral Relationship Among Pseudoword Reading, Name Reading, and Spelling University of New Hampshire University of New Hampshire Scholars' Repository Master's Theses and Capstones Student Scholarship Winter 2007 Three points of the phonics triangle: An equilateral relationship among pseudoword reading, name reading, and spelling Annmarie Petrozzelli University of New Hampshire, Durham Follow this and additional works at: https://scholars.unh.edu/thesis Recommended Citation Petrozzelli, Annmarie, "Three points of the phonics triangle: An equilateral relationship among pseudoword reading, name reading, and spelling" (2007). Master's Theses and Capstones. 183. https://scholars.unh.edu/thesis/183 This Thesis is brought to you for free and open access by the Student Scholarship at University of New Hampshire Scholars' Repository. It has been accepted for inclusion in Master's Theses and Capstones by an authorized administrator of University of New Hampshire Scholars' Repository. For more information, please contact [email protected]. THREE POINTS OF THE PHONICS TRIANGLE: AN EQUILATERAL RELATIONSHIP AMONG PSEUDO WORD READING, NAME READING, AND SPELLING BY ANNMARIE PETROZZELLI BA, Simmons College, 1999 MAT, Simmons College, 2000 THESIS Submitted to the University of New Hampshire in Partial Fulfillment of the Requirements for the Degree of Master of Education in Reading December, 2007 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. UMI Number: 1449600 __ UMI UMI Microform 1449600 Copyright 2008 by ProQuest Information and Learning Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. ProQuest Information and Learning Company 300 North Zeeb Road P.O. Box 1346 Ann Arbor, Ml 48106-1346 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. This thesis has been examined and approved. Thesis Director, Grant Cioffi, Associate Professor Paula Salvio, Associate Professor Ruth Wharton-McDonald, Associate Professor /q//^7 Date Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. DEDICATION This thesis is dedicated in memory of Dr. John J. Carney, a scholar, teacher, and friend. His instruction reflected his commitment to teaching researched-based practices in education that would best serve the needs of children. John was supportive and encouraged me to pursue this study from the beginning; it was the subject of the last conversation I had with him. His teaching and philosophies inspired me throughout this project and will continue to guide me in the years to come. m Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ACKNOWLEDGEMENTS The completion of this thesis is an incredible accomplishment for me. Without the help of many individuals throughout this journey, the process would have been a great deal harder. The members of my thesis committee were vital in guiding and supporting me throughout this project. I am grateful to Ruth Wharton-McDonald, whose class first inspired me to begin this study. She shared her expertise in elementary reading research and assisted me in finding a focus to make this project manageable. I am thankful to Paula Salvio, who was a cheerleader for me before she even joined my committee, whose thoughtful questions and unique insights pushed me to examine different perspectives. Finally, I am extremely grateful to Grant Cioffi, who encouraged and supported me before I even arrived at the UNH campus. His patience, commitment, knowledge, and good humor led me each step of the way as I worked to complete this project. I am deeply thankful for the good-natured and dedicated second grade students who participated in this study, and to their teachers who were flexible and generous with their time. Thank you also to the second grade families who were kind enough to grant me permission to work with their children. To all of my family and friends, thank you for the phone calls, cards, and emails that made me smile and laugh when I needed encouragement. Finally, I am especially grateful to Matt, my parents, and my siblings. Each one of them sacrificed to allow me to pursue my degree. Their interest in my work and iv Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. encouragement kept me motivated. I was so very lucky to have their support and generosity as I earned my degree. v Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. TABLE OF CONTENTS DEDICATION......................................................................................................................... iii ACKNOWLEDGEMENTS....................................................................................................iv LIST OF TABLES................................................................................................................viii LIST OF FIGURES.................................................................................................................ix ABSTRACT...............................................................................................................................x CHAPTER PAGE I. INTRODUCTION......................................................................................................... 1 Using Pseudowords, Word Reading, and Spelling to Measure Phonics Knowledge ....................................................................................................... 3 II. REVIEW OF THE LITERATURE.................. 4 Developmental Spelling as a Measure of Decoding .....................................4 Pseudo word Reading as a Measure of Decoding .........................................10 The “Names Test” as a Measure of Decoding .............................................14 III. METHODS The Instruments................................................... 17 Subjects...........................................................................................................21 Tasks and Procedures .................................................................................... 21 vi Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. IV. RESULTS AND DISCUSSION...............................................................................23 Item Analysis ................................................................................................29 Students’ Perceptions of the Measures .......................................................34 Discussion ...................................................................................................... 37 V. LIMITATIONS AND CONCLUSIONS.......................................... 42 APPENDICES....................................................................................................................... 46 APPENDIX A. INSTITUTIONAL REVIEW BOARD APPROVAL .................47 APPENDIX B. PARENT CONSENT LETTER.................................................................50 APPENDIX C. STATEMENT OF ASSENT FOR STUDENT CONSENT TO PARTICIPATE...........................................................................................53 APPENDIX D. EXAMPLES OF MEASURES USED FOR ASSESSMENT...........................................................................................55 1. "PSEUDOWORD DECODING" LIST OF WORDS.................................................................................. 56 2. PROTOCOL SHEET FOR THE "NAMES TEST"......................................................................................59 3. SCORING MATRIX FOR THE "NAMES TEST"..................................................................................... 61 4. "PRIMARY SPELLING INVENTORY" LIST AND STUDENT RECORDING SHEET .........................................64 5. ERROR GUIDE FOR THE "PRIMARY SPELLING INVENTORY"..............................................67 6. "ELISION" SCORING SHEET..............................................................69 LIST OF REFERENCES....................................................................................................... 71 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. LIST OF TABLES Table 1 Descriptive Statistics for the Children Included in the Study .....................23 Table 2 Intercorrelations Among Measures ............................................................... 24 Table 3 Skill Items Analyzed Across Measures ........................................................25 Table 4 Students’ Results in Succeeding on Measures by Skill .............................. 27 Table 5 Students’ Results in Succeeding on Measures with Reading/Writing Words with Accuracy ................................................................................... 28 Table 6 Student Perceptions of Which Test to Administer to Other Second Grade Children ..............................................................................................35 Table 7 Student Perceptions of Which Test They Preferred .....................................35 viii Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. LIST OF FIGURES Figure 1 Gentry's Description of Developmental Spelling Stages ...............................8 Figure 2 Gentry's Comparison of His Own Developmental Stages in Comparison with Donald Bear and Shane Templeton's Stages .......................................
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