Date of Award

5-2016

Culminating Project Type

Starred Paper

Degree Name

Special Education: M.S.

Department

Special Education

College

School of Education

First Advisor

Mary Beth Noll

Second Advisor

Bradley Kaffar

Third Advisor

Ming Chi Own

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Keywords and Subject Headings

reading disabilities, word identification, phonics, dyslexia

Abstract

In this paper, I review the most current literature evaluating instructional methods and strategies for teaching word identification skills to students with learning disabilities. The literature review includes 10 studies published between 2005 and 2014 that examine the effects of word identification or decoding interventions on elementary students with reading disabilities or who are considered at-risk for a learning disability. Participants in the Chapter II studies included students in 1st through 5th grade. All students included were identified as either having a reading disability or being at-risk for a reading disability. All quantitative studies were limited to those conducted in the United States. Six of the studies used Traditional Reading Methods and four of the studies used Technology-Based Methods. Studies which used methods of direct instruction had consistent positive results.

Comments/Acknowledgements

I would like to thank God, who gives me strength and courage. I would like to thank my husband, Erik and children Adrian, Zackary, and Tristan for their unending support. I would like to thank Dr. Mary Beth Noll for her wisdom, compassion and guidance. I would not have been able to accomplish this without the support of my parents and in-laws. For them I am eternally grateful.

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