B.S. (Bachelor of Science)
School of Allied Health and Communicative Disorders
This study compares dictated spelling tests with free writing to determine which method more accurately and extensively portrays Spanish spelling ability in bilingual (Spanish-English) 3rd grade students. Participants included 34 bilingual students in a Spanish/English classroom that has instruction in English and Spanish in order to get students to minimum English proficiency levels appropriate for grade level. Results may aid educators in the collection of more appropriate evidence to identify underlying spelling pattern errors and facilitate Response to Intervention (Rtl) decisions for struggling students. While students had more opportunities to demonstrate skills in free writing tasks, dictated tests ensured that all spelling patterns were evaluated.
Moore, Breanna, "Evaluation of native language spelling in Spanish-English speaking students : differences between dictated spelling tests and free writing tasks" (2013). Honors Capstones. 499.
13 unnumbered pages
Northern Illinois University
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