Investigating Predictors of Spelling Ability for Adults with Low Literacy Skills

Autor/inn/en	Talwar, Amani; Cote, Nicole Gilbert; Binder, Katherine
Titel	Investigating Predictors of Spelling Ability for Adults with Low Literacy Skills
Quelle	In: Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education, 3 (2014) 2, S.35-49 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2169-0480
Schlagwörter	Investigations; Predictor Variables; Spelling; Literacy; Academic Ability; Reading Skills; Low Achievement; Phonological Awareness; Orthographic Symbols; Morphology (Languages); Adult Basic Education; Adult Students; Task Analysis; Scores; Predictive Validity; Error Analysis (Language); Correlation; Educational Practices; Performance Based Assessment; Massachusetts; National Assessment of Adult Literacy; Wechsler Individual Achievement Test; Woodcock Reading Mastery Test + Suchen Sie Ihr Suchwort? Untersuchung; Prädiktor; Schreibweise; Alphabetisierung; Schreib- und Lesefähigkeit; Reading skill; Lesefertigkeit; Unterdurchschnittliche Leistung; Morphology; Morphologie; Adult; Adults; Education; Adult education; Erwachsenenbildung; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Aufgabenanalyse; Error analysis; Language; Fehleranalyse; Korrelation; Bildungspraxis; Leistungsermittlung; Master-Studiengang; WIAT; Eignungsprüfung; Eignungstest
Abstract	This study examined whether the spelling abilities of adults with low literacy skills could be predicted by their phonological, orthographic, and morphological awareness. Sixty Adult Basic Education (ABE) students completed several literacy tasks. It was predicted that scores on phonological and orthographic tasks would explain variance in spelling scores, whereas scores on morphological tasks may not. Scores on all phonological tasks and on one orthographic task emerged as significant predictors of spelling scores. Additionally, error analyses revealed a limited influence of morphological knowledge in spelling attempts. Implications for ABE instruction are discussed. (As Provided).
Anmerkungen	Commission on Adult Basic Education. PO Box 620, Syracuse, NY 13206. Tel: 888-442-6223; e-mail: journal@coabe.org; Web site: http://www.coabe.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10