Date Approved
9-10-2012
Embargo Period
3-3-2020
Document Type
Thesis
Degree Name
M.A. Learning Disabilities
Department
Language, Literacy, and Special Education
College
College of Education
Advisor
Kuder, S Jay
Subject(s)
Language and languages--Study and teaching; Learning disabled teenagers
Disciplines
Special Education and Teaching
Abstract
The purpose of this exploratory research was to ascertain the validity of the Total Physical Response Storytelling (TPRS) language learning method in comparison with "traditional" language learning methods. The research focused on high school students (n= 44) in grades 9-12 with mild learning disabilities such as specific learning disorder, other health impairment, communication impairment, and multiple disabilities. Students varied greatly with the successes of both language learning methods. There were four classes that participated in the study and half of the classes performed better on assessments when taught through TPRS techniques. The other classes achieved higher scores when "traditional" language learning methods were utilized. The TPRS technique is still new and further research on the applications of it need to be examined. Implications for teaching students with mild disabilities a foreign language are discussed.
Recommended Citation
Holleny, Laura, "The effectiveness of Total Physical Response Storytelling for language learning with special education students" (2012). Theses and Dissertations. 197.
https://rdw.rowan.edu/etd/197
