An Analysis of the Relationship of Multisensory, Structured, Language Intervention Curriculum and Reading Achievement of Students with Dyslexia

Autor/in	Royal, Melanie Ann
Titel	An Analysis of the Relationship of Multisensory, Structured, Language Intervention Curriculum and Reading Achievement of Students with Dyslexia
Quelle	(2017), (125 Seiten) PDF als Volltext Verfügbarkeit D.Ed. Dissertation, Tarleton State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3555-7733-4
Schlagwörter	Hochschulschrift; Dissertation; Reading Achievement; Dyslexia; Reading Comprehension; Grade 1; Grade 2; Grade 3; Elementary School Students; Charter Schools; Statistical Analysis; Comparative Analysis; Benchmarking; Summative Evaluation; Formative Evaluation; Predictor Variables; Scores; Early Intervention; Curriculum Development; Multisensory Learning; Correlation; Texas + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Leseleistung; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Leseverstehen; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Charter school; Charter-Schule; Statistische Analyse; Prädiktor; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Sensorische Stimulation; Korrelation
Abstract	The study analyzed whether participation in a multisensory, structured language intervention for students identified with dyslexia yielded any relationship to progress in reading comprehension as measured on state-mandated assessments of reading comprehension. The study analyzed both the amount of progress made in the curriculum, as well as, the number of years the student received intervention. The participants in the study were first through third grade students identified with dyslexia, or exhibiting the characteristics of dyslexia and who had received multisensory, structured language intervention for a period of one, two, or three consecutive years at a charter school in north central Texas. The research design was quantitative with a descriptive analysis conducted on existing data collected by the Certified Academic Language Therapist during the intervention period. Progress in the curriculum was determined by the number of formative Benchmark Measures the student had been administered during each of the intervention years. The number of benchmarks was compared to the 3rd grade STAAR reading scale score. The length of intervention was categorized as either one, two, or three years with each of these categories also compared to the STAAR reading scale score. Descriptive analysis of the data revealed the further the student progressed through the curriculum, as noted by the number of benchmark measures administered, no relationship on the summative assessment measure, STAAR reading scale score was observed. An analysis of the number of years in intervention compared to STAAR reading scale score indicated some benefit to students who had two years of intervention when compared to one, however, no progress for students who had three years of intervention. In summary, the independent variables analyzed in this study did not appear to have any relationship to reading comprehension as measured by state-mandated assessment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01