Title page for ETD etd-04222010-135546


Type of Document Dissertation
Author Brinkley, Shara
Author's Email Address shara.brinkley@asu.edu
URN etd-04222010-135546
Title Investigation of a Classroom-Based Reading Intervention Srategy for Older Elementary Students with Poor Decoding Skills
Degree Doctor of Philosophy (Ph.D.)
Department Communication Sciences & Disorders
Advisory Committee
Advisor Name Title
Norris, Janet A. Committee Chair
Buckingham, Hugh Committee Member
Hoffman, Paul Committee Member
McDonald, Janet Committee Member
Oetting, Janna Committee Member
Keywords
  • classroom-based
  • decoding
  • poor readers
  • older readers
  • reading instruction
  • intervention
  • reading
Date of Defense 2010-04-15
Availability unrestricted
Abstract
Using a response to intervention framework, this study investigates the efficacy of a classroom-based intervention for struggling readers with decoding deficits in the upper elementary grades. Twenty two students in the fourth and sixth grades from four classrooms in low-performing schools received either a short 20-minute intervention delivered by their teacher or access to the lessons for an equivalent amount of time but no teacher instruction. Using three orthographic patterns, the 24 lessons consisted of a series of ten minimally contrasted words differing by one letter. The students in the experimental group decoded the words using a visual alphabet (Phonic Faces) and then spelled each word to reinforce the orthographic connections. Practice with word cards and contextual reading with the words in a short story were also included in the lesson. The experimental group receiving the teacher instruction made significant gains in nonword reading compared to the control group and these gains were not based on verbal ability or performance on a particular orthographic pattern. These results indicate that following intervention, the experimental group was beginning to more fully decode each letter of a word.
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