東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back to Search results for [ null ]

Switch To: Labeled | MARC Mode | ISBD

A Single Case Research Design Using ...

Mireles, Denise C.

Linked to FindBook

Google Book

Amazon

博客來

A Single Case Research Design Using Orton-Gillingham Based Reading Instruction.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Single Case Research Design Using Orton-Gillingham Based Reading Instruction./
Author:	Mireles, Denise C.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	141 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.
Contained By:	Dissertation Abstracts International79-08A(E).
Subject:	Reading instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10751270
ISBN:	9780355800500

A Single Case Research Design Using Orton-Gillingham Based Reading Instruction.
Mireles, Denise C.

A Single Case Research Design Using Orton-Gillingham Based Reading Instruction. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 141 p.

Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.

Thesis (Ed.D.)--Widener University, 2018.

Reading difficulties are the most common cause of academic failure and underachievement (International Dyslexic Association, 2012). Over the last half century, the Orton-Gillingham approach has been an influential intervention designed expressly for remediating the language processing problems of children and adults with dyslexia. The purpose of this study was to use the single case research method to determine the effectiveness of an Orton-Gillingham (O-G) based multisensory reading intervention on a student who was diagnosed with a dyslexic reading disability. The study investigated instruction delivered twice weekly for fifty minutes, one on one, through the Orton-Gillingham approach using multisensory techniques. The study measured the effectiveness of this type of instruction. The findings of the study confirmed a positive relationship between the Orton-Gillingham method of reading intervention and student learning outcomes in word identification, word attack, spelling, comprehension, word reading fluency, and phonological awareness. The results of this study can be share with other educators as a potential strategy addressing the needs of learning disabled readers.

ISBN: 9780355800500Subjects--Topical Terms:

2122756
Reading instruction.

A Single Case Research Design Using Orton-Gillingham Based Reading Instruction.
LDR:02155nmm a2200313 4500 001 2161205
005 20180821113842.5
008 190424s2018 ||||||||||||||||| ||eng d
020 $a 9780355800500
035 $a (MiAaPQ)AAI10751270
035 $a (MiAaPQ)widener:10301
035 $a AAI10751270
040 $a MiAaPQ $c MiAaPQ
100 1 $a Mireles, Denise C. $3 3349166
245 1 2 $a A Single Case Research Design Using Orton-Gillingham Based Reading Instruction.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 141 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.
500 $a Adviser: Marcia Bolton.
502 $a Thesis (Ed.D.)--Widener University, 2018.
520 $a Reading difficulties are the most common cause of academic failure and underachievement (International Dyslexic Association, 2012). Over the last half century, the Orton-Gillingham approach has been an influential intervention designed expressly for remediating the language processing problems of children and adults with dyslexia. The purpose of this study was to use the single case research method to determine the effectiveness of an Orton-Gillingham (O-G) based multisensory reading intervention on a student who was diagnosed with a dyslexic reading disability. The study investigated instruction delivered twice weekly for fifty minutes, one on one, through the Orton-Gillingham approach using multisensory techniques. The study measured the effectiveness of this type of instruction. The findings of the study confirmed a positive relationship between the Orton-Gillingham method of reading intervention and student learning outcomes in word identification, word attack, spelling, comprehension, word reading fluency, and phonological awareness. The results of this study can be share with other educators as a potential strategy addressing the needs of learning disabled readers.
590 $a School code: 1063.
650 4 $a Reading instruction. $3 2122756
650 4 $a Education. $3 516579
650 4 $a Special education. $3 516693
690 $a 0535
690 $a 0515
690 $a 0529
710 2 $a Widener University. $b Education. $3 2096577
773 0 $t Dissertation Abstracts International $g 79-08A(E).
790 $a 1063
791 $a Ed.D.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10751270