The Effects of Teaching Two Syllable Types and One Syllabication Rule on the Spelling Achievement of Students with Learning Disabilities

Author

Tracey Ellen Taylor, Grand Valley State University

Date Approved

Fall 1997

Graduate Degree Type

Thesis

Degree Name

Education (M.Ed.)

Degree Program

College of Education

Abstract

The purpose of this study was to determine whether teaching two syllable types and one syllabication rule in a reading program would affect the spelling achievement of students with learning disabilities. Seven fifth-grade students with learning disabilities from western-lower Michigan participated in this study. The intervention involved teaching the closed syllable and silent-e syllable in conjunction with the VC/CV syllabication rule. During the closed syllable phase and the silent-e phase, the students were given a ten word spelling test on Monday of each week. To determine spelling achievement, the students were evaluated for both word accuracy and syllable accuracy. The results showed a substantial increase in spelling achievement for both the closed syllable spelling test and the silent-e syllable spelling test. Also, the syllable accuracy test revealed the most substantial effect in increasing the spelling achievement scores of students with learning disabilities.

Comments

Questions or concerns regarding the copyright status of this item may be directed to scholarworks@gvsu.edu.

ScholarWorks Citation

Taylor, Tracey Ellen, "The Effects of Teaching Two Syllable Types and One Syllabication Rule on the Spelling Achievement of Students with Learning Disabilities" (1997). Masters Theses. 391.
https://scholarworks.gvsu.edu/theses/391