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ERIC Number: ED581081
Record Type: Non-Journal
Publication Date: 2017
Pages: 164
Abstractor: As Provided
ISBN: 978-0-3554-9032-9
Examining the Role of Orthographic Coding Ability in Elementary Students with Previously Identified Reading Disability, Speech or Language Impairment, or Comorbid Language and Learning Disabilities
Haugh, Erin Kathleen
ProQuest LLC, D.Ed. Dissertation, Indiana University of Pennsylvania
The purpose of this study was to examine the role orthographic coding might play in distinguishing between membership in groups of language-based disability types. The sample consisted of 36 second and third-grade subjects who were administered the PAL-II Receptive Coding and Word Choice Accuracy subtest as a measure of orthographic coding ability. Disability groups included No Disability, Reading SLD, and Speech or Language Impairment. Results showed that orthographic coding ability was correlated with measures of early literacy skills in both the second and third grade samples. With both functions included, results of the Wilks-Lambda reveal a significant relationship between predictors and groups. Results show that Orthographic Coding Ability adds to the ability to differentiate between the groups. Results revealed that 89.5% percent of membership in the No Disability group was correctly predicted by the model. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A