Document Type
Thesis
Date of Degree Completion
Spring 2003
Degree Name
Master of Education (MEd)
Department
Education
Committee Chair
Don Woodcock
Second Committee Member
Osman Alawiye
Third Committee Member
Lee Plourde
Abstract
The purpose of this study was to examine the statistical significance between the instructional strategies of the REW ARDS program and a control group by teaching word chunking, or multisyllablism, to increase struggling middle school readers' decoding, reading fluency, and spelling accuracy. An experimental design of pretest, intervention (REW ARDS), and posttest with non-random groups, including a control group, was utilized. The study included three teachers and 23 sixth and seventh graders from two middle schools to test the null hypothesis. The null hypothesis was accepted, not rejected, which used five separate t-tests to statistically prove significance in the areas of decoding, reading fluency, and spelling accuracy. Although gains were made in decoding and spelling accuracy, a larger sample size and further research is needed. A different method of research to increase reading fluency is needed because no gains, and even temporary losses, were demonstrated in the experimental group.
Recommended Citation
Hutchinson, Joan Muriel, "CHUNKING MULTISYLLABLE WORDS INTO WORD PARTS TO INCREASE READING FLUENCY AND SPELLING ACCURACY" (2003). All Master's Theses. 1980.
https://digitalcommons.cwu.edu/etd/1980