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Anita C. Gonzalez Dissertation 7.19.19.pdf (1004.78 KB)
ETD Abstract Container
Abstract Header
Challenges in Implementing a Word Study Framework of Spelling Instruction: A Qualitative Multi-Case Study Among First Grade Teachers
Author Info
Gonzalez, Anita Cristina
ORCID® Identifier
http://orcid.org/0000-0003-4004-7156
Permalink:
http://rave.ohiolink.edu/etdc/view?acc_num=osu1563550835658114
Abstract Details
Year and Degree
2019, Doctor of Philosophy, Ohio State University, EDU Teaching and Learning.
Abstract
The purpose of this study was to investigate how teachers implement the word study framework of instruction, SAIL, as well as changes that may occur as they deliver word study instruction. SAIL (Survey & Sort, Analyze, Interpret, and Link) is an enhanced framework of word study, based on an existing framework of developmental spelling instruction (Ganske, 2013, 2016). Grounded in the comparing and contrasting of word patterns, SAIL supports teachers as they guide students to survey and sort pictures and/or words based on orthographic patterns; analyze their choices; interpret the patterns and how they promote orthographic knowledge; and link the patterns to other words outside of the lesson. Further, SAIL integrates academic vocabulary into word study lesson delivery, targeting vocabulary learning of both words from the lesson and general academic vocabulary. In this qualitative multi-case study, three first grade teachers attended a two-day professional development introducing the SAIL framework through hands-on activities, readings, and discussions. Teachers had existing knowledge of word study instruction and had been teaching spelling through word study for several years. Teachers were observed and videotaped as they delivered word study lessons implementing the SAIL framework. They also participated in initial and final interviews. Findings revealed that teachers implemented the SAIL framework in different ways with different levels of efficacy. Comparable to the SAIL framework, teachers also integrate academic vocabulary in different ways with different level of efficacy. For all teachers, little instructional change occurred throughout the study. However, when changes did occur, they had a positive impact on teacher instruction.
Committee
Shayne Piasta (Advisor)
Patricia Scharer (Advisor)
Pages
192 p.
Subject Headings
Reading Instruction
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Citations
Gonzalez, A. C. (2019).
Challenges in Implementing a Word Study Framework of Spelling Instruction: A Qualitative Multi-Case Study Among First Grade Teachers
[Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1563550835658114
APA Style (7th edition)
Gonzalez, Anita.
Challenges in Implementing a Word Study Framework of Spelling Instruction: A Qualitative Multi-Case Study Among First Grade Teachers .
2019. Ohio State University, Doctoral dissertation.
OhioLINK Electronic Theses and Dissertations Center
, http://rave.ohiolink.edu/etdc/view?acc_num=osu1563550835658114.
MLA Style (8th edition)
Gonzalez, Anita. "Challenges in Implementing a Word Study Framework of Spelling Instruction: A Qualitative Multi-Case Study Among First Grade Teachers ." Doctoral dissertation, Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1563550835658114
Chicago Manual of Style (17th edition)
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Document number:
osu1563550835658114
Download Count:
476
Copyright Info
© 2019, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.