Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

You searched for +publisher:"Florida State University" +contributor:("Phyllis Swan Underwood"). One record found.

Search Limiters

Last 2 Years | English Only

No search limiters apply to these results.

▼ Search Limiters


Florida State University

1. Alshammari, Meshari. Impact of Explicit Phonological Awareness Instruction on Spelling Knowledge, Orthographic Processing Skills, and Reading Speed and Accuracy of Adult Arab ESL Learners.

Degree: PhD, Teacher Education, 2015, Florida State University

ABSTRACT This quantitative study investigated potential effects of providing explicit phonological instruction on international students' spelling knowledge, orthographic processing skills, and reading speed and comprehension. In addition, the study compared Arab participants to their non-Arab peers in four particular aspects: gains, interaction, performance and differences between the two groups before and after the treatment. The phonological instruction consisted of five groups of the English sounds, six groups of blends, five phonetic skills, and two decoding skills. The phonological instruction was carried out during the reading class time and delivered for a month. A total of 53 ESL international students participated in the study. Analyses employed three different grouping criteria: one whole group (n = 53), two main groups: Arab (n = 38) and non-Arab (n = 15), and three main groups: foundation (only Arab n = 4), beginner (Arab n = 27 + non-Arab n = 8) and low intermediate (Arab n = 7 + non-Arab n = 7). All participants took pretests in spelling, pseudowords (nonsense words), and reading speed and comprehension, went through the phonological instruction treatment, and took posttests in the same skills. The spelling and pseudoword pre and posttests were identical across all participants in all proficiency levels. However, reading speed and comprehension pre and posttests were identical in each proficiency level but different across all proficiency levels. Due to an unexpected change in the study design, all participants were exposed to the phonological instruction treatment and there was no control group. Consequently, the study could not provide a direct evidence for the impact of the phonological instruction treatment on the target skills. Nevertheless, in the first aspect where the study analyzed gain scores of participants in the target skills, findings from this study revealed that all participants (n = 53) scored in the posttests significantly higher than the pretests in both spelling and pseudoword. However, when separating participants into two groups: Arab and non-Arab, findings showed that the Arab group increased significantly in both spelling and pseudoword whereas the non-Arab group increased significantly only in spelling but not in pseudoword. Further, while each group of Arab and non-Arab participants in the beginner level did not significantly increase in reading speed, each group of Arab and non-Arab students in the low intermediate level significantly increased in the posttest. Moreover, each group of Arab and non-Arab participants in both beginner and low intermediate levels did not significantly increase in the comprehension posttests. In the second aspect, the study examined differences in performance between the two groups of participants in the target skills. Findings showed that differences found in the way… Advisors/Committee Members: Rebecca A. Galeano (professor directing dissertation), Michael Uzendoski (university representative), Elizabeth M. Jakubowski (committee member), Diana Claries Rice (committee member), Phyllis Swan Underwood (committee member).

Subjects/Keywords: English language; Study and teaching; Foreign speakers; Adult education; Education, Higher

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Alshammari, M. (2015). Impact of Explicit Phonological Awareness Instruction on Spelling Knowledge, Orthographic Processing Skills, and Reading Speed and Accuracy of Adult Arab ESL Learners. (Doctoral Dissertation). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_2015fall_Alshammari_fsu_0071E_12789 ;

Chicago Manual of Style (16th Edition):

Alshammari, Meshari. “Impact of Explicit Phonological Awareness Instruction on Spelling Knowledge, Orthographic Processing Skills, and Reading Speed and Accuracy of Adult Arab ESL Learners.” 2015. Doctoral Dissertation, Florida State University. Accessed June 20, 2019. http://purl.flvc.org/fsu/fd/FSU_2015fall_Alshammari_fsu_0071E_12789 ;.

MLA Handbook (7th Edition):

Alshammari, Meshari. “Impact of Explicit Phonological Awareness Instruction on Spelling Knowledge, Orthographic Processing Skills, and Reading Speed and Accuracy of Adult Arab ESL Learners.” 2015. Web. 20 Jun 2019.

Vancouver:

Alshammari M. Impact of Explicit Phonological Awareness Instruction on Spelling Knowledge, Orthographic Processing Skills, and Reading Speed and Accuracy of Adult Arab ESL Learners. [Internet] [Doctoral dissertation]. Florida State University; 2015. [cited 2019 Jun 20]. Available from: http://purl.flvc.org/fsu/fd/FSU_2015fall_Alshammari_fsu_0071E_12789 ;.

Council of Science Editors:

Alshammari M. Impact of Explicit Phonological Awareness Instruction on Spelling Knowledge, Orthographic Processing Skills, and Reading Speed and Accuracy of Adult Arab ESL Learners. [Doctoral Dissertation]. Florida State University; 2015. Available from: http://purl.flvc.org/fsu/fd/FSU_2015fall_Alshammari_fsu_0071E_12789 ;

.