Date Approved

5-3-1999

Embargo Period

7-19-2016

Document Type

Thesis

Degree Name

M.A. in Learning Disabilities

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Urban, Stanley

Subject(s)

Learning disabled children--Education; Reading (Primary)

Disciplines

Disability and Equity in Education

Abstract

Glass Analysis for Decoding Only is one of the many methods available for teaching decoding skills to students with disabilities. This study was designed to examine the effectiveness of Glass Analysis for Decoding Only on the reading achievement of primary age students with learning disabilities. A convenience group of eight second and third grade students receiving instruction in the self-contained special education classroom served as subjects. For a period of five months, students received Glass Analysis as the primary method of decoding instruction. Research examined the effect of this instruction in the areas of word recognition, reading comprehension, listening comprehension, listening vocabulary, and spelling. Pre-test and post-test assessments were conducted using the Jerry John's Basic Reading Inventory and the Brigance Comprehensive Inventory of Basic Skills. Glass Analysis appeared to have a positive effect on overall reading achievement. However, spelling was unaffected by this method.

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