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The Impact of Multisensory Instructi...

Schlesinger, Nora Wersich.

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The Impact of Multisensory Instruction on Learning Letter Names and Sounds, Word Reading and Spelling.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Impact of Multisensory Instruction on Learning Letter Names and Sounds, Word Reading and Spelling./
作者:	Schlesinger, Nora Wersich.
面頁冊數:	139 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-10(E), Section: A.
Contained By:	Dissertation Abstracts International77-10A(E).
標題:	Reading instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10128073
ISBN:	9781339861050

The Impact of Multisensory Instruction on Learning Letter Names and Sounds, Word Reading and Spelling.
Schlesinger, Nora Wersich.

The Impact of Multisensory Instruction on Learning Letter Names and Sounds, Word Reading and Spelling. - 139 p.

Source: Dissertation Abstracts International, Volume: 77-10(E), Section: A.

Thesis (Ph.D.)--Arizona State University, 2016.

Children with dyslexia have difficulty learning to read. The purpose of this study was to investigate whether the use of simultaneous multisensory structured language (multisensory) instruction promoted better letter name and sound production, word reading, and word spelling for second grade children with typical development (TD; N=6) or with dyslexia (DYS; N=5) than structured language instruction alone. The use of non-English graphemes (letters) to represent two pretend languages were used to control for children's lexical knowledge.

ISBN: 9781339861050Subjects--Topical Terms:

2122756
Reading instruction.

The Impact of Multisensory Instruction on Learning Letter Names and Sounds, Word Reading and Spelling.
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500 $a Adviser: Shelley I. Gray.
502 $a Thesis (Ph.D.)--Arizona State University, 2016.
520 $a Children with dyslexia have difficulty learning to read. The purpose of this study was to investigate whether the use of simultaneous multisensory structured language (multisensory) instruction promoted better letter name and sound production, word reading, and word spelling for second grade children with typical development (TD; N=6) or with dyslexia (DYS; N=5) than structured language instruction alone. The use of non-English graphemes (letters) to represent two pretend languages were used to control for children's lexical knowledge.
520 $a A multiple baseline, multiple probe across subjects single-case design, paired with an alternating treatments design, was used to compare the efficacy of multisensory and structure language interventions. Participant's graphed data was visually analyzed and individual Tau-U and weighted Tau-U effect sizes were calculated for the outcome variables: letter name production, letter sound production, word reading, and word spelling.
520 $a Both interventions had an overall effect for participants with TD and DYS, though for individual participants intervention effects varied across outcome variables. However, the multisensory intervention did not provide a clear advantage over the structured intervention for participants with TD or DYS.
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