Date Approved

4-28-1997

Embargo Period

8-26-2016

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 (Elementary); Reading (Elementary)--Language experience approach

Disciplines

Disability and Equity in Education

Abstract

This study compared the gains made in recognition and naming of the 21 consonant letters of the alphabet as well as production of the phonemes to the letters by two special needs groups of children from the ages of five to ten. One group of seven students received instruction in a traditional class, with the teacher presenting one letter of the alphabet per week. The second group of eleven students was taught in a whole language class, with an emphasis on reading and writing without isolated instruction in individual letters. The children were pretested in October, 1996 and posttested in March, 1997 to measure their individual growth in each area. A visual inspection of the data collected revealed that in the traditional class, all seven students made gains in naming letters, and three made gains in producing the corresponding phonemes. In the whole language class, 10 of 11 students named all the letters presented at posttesting and also improved their ability to produce phonemes. Overall, more students made gains in the whole language class, and more students failed to make gains in the traditional class.

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