Title page for ETD etd-08302010-141453


Document Type Master's Dissertation
Author Stark, Robert John Alexander
URN etd-08302010-141453
Document Title The influence of teaching hardwriting, reading and spelling skills on the accuracy of world level reading
Degree MEd
Department Educational Psychology
Supervisor
Advisor Name Title
Dr S Bester Supervisor
Keywords
  • one-group pretest-posttest design
  • phonics
  • pre-experimental design
  • THRASS program
  • phonological awareness
  • word level reading accuracy
  • positivist
  • word recognition models
  • phoneme awarenes
  • alphabetic principle
Date 2010-04-29
Availability unrestricted
Abstract

The purpose of the study was to investigate the influence of THRASS (Teaching Handwriting, Reading and Spelling Skills) on the word level accuracy skills of a group of grade 2 learners. Word level accuracy is one sub skill in learning to read and is an indicator of the word recognition abilities of the child. THRASS is a program that has been designed to systematically teach phonics and, thus, teaches the basic building blocks of word sounds and structure so as to improve the child’s decoding ability and word recognition ability. The research took place within the positivist paradigm and the methodology is quantitative in nature. The data collection method took the form of a one group pretest-posttest design, where a standardised reading test was administered prior to exposing the participants to the THRASS Program and then readministered one year later on the same group of learners. Data analysis took the form of statistical analysis to investigate any statistical significant difference in the word level accuracy skills of those Grade 2 learners. The result showed that over the period of a year the average reading accuracy age for the target population increased by four months. However, after statistical analysis the difference was not statistically significant. The Null Hypothesis that; exposing a group of Grade 2 learners to the THRASS Program for a period of one year will have no statistically significant influence on their word level accuracy skills cannot be rejected . However, the changes both in average reading accuracy as well as error patterns have inspired recommendations for further research.

Copyright © 2009, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria.

Please cite as follows:

Stark, RJA 2009, The influence of teaching hardwriting, reading and spelling skills on the accuracy of world level reading, MEd dissertation, University of Pretoria, Pretoria, viewed yymmdd < http://upetd.up.ac.za/thesis/available/etd-08302010-141453/ >

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