The effects of multisensory, explicit, and systematic instructional practices on elementary school students with learning impairments in encoding and oral reading

Permanent URL: http://hdl.handle.net/2047/D20194142
Title:
The effects of multisensory, explicit, and systematic instructional practices on elementary school students with learning impairments in encoding and oral reading
Creator:
Rosenberg, Lisa (Author)
Contributor:
Qien, Yufeng (Advisor)
Matthews-Denatale, Gail (Committee member)
Effrat, Andrew (Committee member)
Language:
English
Publisher:
Boston, Massachusetts : Northeastern University, 2015
Date Accepted:
February 2015
Date Awarded:
May 2015
Type of resource:
Text
Genre:
Dissertations
Format:
electronic
Digital origin:
born digital
Abstract/Description:
As national education standards have increased in rigor over the past decade following the passage of the No Child Left Behind Act (2001) and the Common Core State Standards (2010), heightened demands are critical for students who exhibit learning deficits in literacy using research-based programs and approaches. The problem under examination in this research study is the effect that multisensory, systematic, and explicit instructional practices have upon student achievement through a quantitative, single-subject study on three students' encoding and oral reading skills who exhibit learning impairments. In this study, a visual analysis method was employed to measure academic learning outcomes in reading and encoding. Using the Word Identification and Spelling Test (WIST) and Comprehensive Test of Phonological Processing (CTOPP-2), results demonstrated favorable outcomes with increased scores in encoding and oral reading skills. Scores were noted to be more significant in oral reading than spelling. The graphic data depicted in this research analysis also provides substantial documentation for the phonological deficit theory. Furthermore, replication of the instructional practices utilized in this study can potentially increase academic growth within spelling and reading skill development as well as allow students with learning impairments to acquire the foundational literacy skills required to access higher level content-based curricula across additional academic disciplines. Moreover, these findings confirm the significance of incorporating a multisensory, explicit, and systematic approach that involves high-leveraged strategies and skills needed for student achievement.
Subjects and keywords:
encoding
explicit
instructional practices
learning impairments
multisensory
Reading disability
Reading -- Remedial teaching
Oral reading -- Study and teaching (Elementary)
Articulation disorders
Language and languages -- Orthography and spelling -- Study and teaching (Elementary)
Learning disabled children -- Education (Elementary)
DOI:
https://doi.org/10.17760/D20194142
Permanent Link:
http://hdl.handle.net/2047/D20194142
Use and reproduction:
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