Dissertations and Theses @ UNI
Availability
Open Access Thesis
Keywords
Reading readiness; Word (Linguistics);
Abstract
The specific purpose of this study was to determine the relationships between measures of concept of written word. Researcher-adapted instruments, based on studies widely cited in the literature, were developed for this study. Each instrument had an alternate form to allow two administrations with each subject. These concept of written word measures were as follows: (1) Circling Task, adapted from a study by Meltzer and Herse, (2) Sliding Task, taken from Clay's Concept about Print Tests, Sand and Stones, (3) Pointing Task, adapted from a study by Morris, and (4) Writing Task, adapted from studies by Sulzby and Clay. Ten kindergarten and 10 first-grade children from a rural school district in northeast Iowa participated in the study. The children were divided into two groups; one group consisted of readers and the other of nonreaders. All tasks were administered by the researcher in two separate sessions with each child. The tasks and the forms of the tasks were given in a counterbalanced design. Results indicated that all four tasks were significantly related and appeared to be measuring some similar aspects of concept of written word in varying degrees. Data analysis indicated that the writing task and the pointing task have considerable common variance. High moderate relationships were also found between the circling and sliding tasks, and the pointing and sliding tasks. Moderate relationships appeared to exist between the writing and sliding tasks as well as the pointing and circling tasks. The lowest correlation was shown between the writing and circling tasks. Some possible explanations for the varying degrees of relationships were suggested, such as the theoretical division of the four concept of written word tasks into the categories of single modality and multimodality tasks. That is, the circling and sliding tasks may be based on single-modality processes, or the visual recognition of white space between printed symbols. The pointing and writing tasks may be based on multimodal processes which tap the child's implicit, complex knowledge of spoken and written language match. Further investigation into the theoretical division of the tasks into two categories is warranted.
Year of Submission
1985
Degree Name
Master of Arts in Education
Department
Department of Curriculum and Instruction
First Advisor
David W. Moore
Second Advisor
Marlene I. Strathe
Third Advisor
Sharon A. Moore
Date Original
1985
Object Description
1 PDF file (66 leaves)
Copyright
©1985 Martha White Johnson
Language
en
File Format
application/pdf
Recommended Citation
Johnson, Martha White, "The Relationships Between Measures of Concept of Written Word" (1985). Dissertations and Theses @ UNI. 3076.
https://scholarworks.uni.edu/etd/3076
Comments
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