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
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.
Recommended Citation
Eick-Eliason, Angela J., "Word Identification Strategies for Learners with Reading Disabilities" (2016). Culminating Projects in Special Education. 22.
https://repository.stcloudstate.edu/sped_etds/22
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.