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ERIC Number: EJ905035
Record Type: Journal
Publication Date: 2010-Dec
Pages: 11
Abstractor: As Provided
Reference Count: 38
ISBN: N/A
ISSN: ISSN-1534-5084
The Spelling Sensitivity Score: Noting Developmental Changes in Spelling Knowledge
Masterson, Julie J.; Apel, Kenn
Assessment for Effective Intervention, v36 n1 p35-45 Dec 2010
Spelling is a language skill supported by several linguistic knowledge sources, including phonemic, orthographic, and morphological knowledge. Typically, however, spelling assessment procedures do not capture the development and use of these linguistic knowledge sources. The purpose of this article is to describe a new assessment system, the "Spelling Sensitivity Score" (SSS), and then demonstrate initial evidence of its usefulness for detecting developmental changes in spelling knowledge. Two studies that examined spelling knowledge across an academic year in kindergarten, first-, third-, fourth-, and fifth-grade students using the SSS and a traditional correct/incorrect scoring are reported. For all grades, the SSS system, unlike traditional scoring, was able to reveal specific increases in the children's linguistic knowledge across time. Furthermore, for the kindergarten children, the SSS metric was more sensitive than traditional scoring for noting general and specific developmental changes across the year. Collectively, the SSS appears to be a viable tool for documenting changes in underlying linguistic knowledge that children apply to their spelling. (Contains 3 tables.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1; Grade 3; Grade 5; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A