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Initial effects of Wilson Reading System on student reading and spelling achievement

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This study examined the effects of an intensive remedial program, Wilson Reading System (WRS), on 43 struggling readers from second to twelfth grade. The students, who attended a large southwestern urban school district, were all at least two grade levels below their peers in reading. Participants received 20 hours of…

This study examined the effects of an intensive remedial program, Wilson Reading System (WRS), on 43 struggling readers from second to twelfth grade. The students, who attended a large southwestern urban school district, were all at least two grade levels below their peers in reading. Participants received 20 hours of WRS instruction over the course of one month as part of a WRS teacher certification course. Using the Woodcock-Johnson III Tests of Achievement, students were evaluated prior to and following their participation in the intensive summer program using five subtests (Letter-Word Identification, Reading Fluency, Spelling, Word Attack, and Spelling of Sounds) and two clusters (Basic Reading and Phoneme/Grapheme Knowledge) to assess gains in students' reading achievement. Since the intervention was delivered for such a brief period, this study was designed to provide a snapshot measure of initial reading skill gains. While a failure to perform significantly better was observed on the Letter-Word Identification, Reading Fluency, and Spelling subtests, students demonstrated significant improvement on Word Attack and Spelling of Sounds subtests following WRS instruction. Furthermore, students significantly improved on the Basic Reading and Phoneme/Grapheme Knowledge clusters. Study limitations and implications for future research and practice are discussed.
ContributorsAshby, Kristina (Author) / Caterino Kulhavy, Linda (Thesis advisor) / Gatt, Jennifer T (Committee member) / Mathur, Sarup (Committee member) / Arizona State University (Publisher)
Created2013
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Children's perceptions of gender as studied through pronoun use

Description
Gendered language has been a topic of study for centuries. The most recent efforts to promote inclusive language have been championed by parents, teachers, and social reformers over the last thirty years. Replicating in part a research study that was done over thirty years ago, this study examines…

Gendered language has been a topic of study for centuries. The most recent efforts to promote inclusive language have been championed by parents, teachers, and social reformers over the last thirty years. Replicating in part a research study that was done over thirty years ago, this study examines what effects have taken place in children's perceptions of male and female roles in regards to specific activities and occupations and how their perceptions compare to the current work force, what role children's literature has played in these changes, and what children's natural speech in describing personified animals can tell us about their subconscious gender labeling. The results were remarkable in two ways: native language evidently exudes little emphasis on pronoun choice, and children are more readily acceptable of gender equality than that portrayed in either Caldecott winning children's books or real life as seen through current labor statistics.
ContributorsArter, Lisa Maxwell (Author) / Nilsen, Alleen (Thesis advisor) / Blasingame, James (Committee member) / Grace, Judy (Committee member) / Mathur, Sarup (Committee member) / Arizona State University (Publisher)
Created2011