Date of Award
2-9-2023
Document Type
Thesis
Degree Name
Communication Disorders, MCD
First Advisor
Christina Akbari
Committee Members
Amy Shollenbarger; Arianne Pait
Call Number
LD 251 .A566t 2022 A58
Abstract
The purpose of this research was to determine whether children utilizing the Barton Reading and Spelling System within literacy intervention programs generalize the learned rules to low-frequency words found within the curriculum and novel words outside of the program curriculum. The participants included seven students enrolled in the Literacy Intervention Program at the Arkansas State University Speech and Hearing Center during the spring and summer 2022 semesters. The Test of Written Spelling, 5th Edition (TWS- 5) was given as a pre-test and post-test. Nine-word spelling assessments were administered to each participant following their completion of individual lessons consisting of three high-frequency, three low-frequency, and three novel words, as well as a question prompting the participant to write a short sentence indicating why they spelled the words the way they did. Results indicated that participants experienced difficulty generalizing learned rules to novel words and exhibited substitutions more often than other spelling errors.
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Antici, Abby, "Assessing Generalization Within the Barton Reading and Spelling System" (2023). Student Theses and Dissertations. 217.
https://arch.astate.edu/all-etd/217
