Date Approved

2-8-2016

Embargo Period

2-8-2016

Document Type

Thesis

Degree Name

M.A. Reading Education

Department

Language, Literacy, and Sociocultural Education

College

College of Education

First Advisor

Browne, Susan

Subject(s)

Language arts--Remedial teaching

Disciplines

Elementary Education and Teaching

Abstract

Students struggling with reading are at risk for academic and reading failure. It is imperative to engage and motivate these students through the use of multisensory instruction which appeals to their learning style. To improve the decoding and spelling of sight words, second grade students in a small group instruction setting were given four weeks of multisensory instruction using various materials. Data was collected in a qualitative framework throughout the study using multiple data sources. What was found was that when the struggling students preferred a multisensory activity, after consistent use with that material, they performed better in weekly assessments. Students also reported increased confidence in their reading skills as well as increased overall enjoyment of reading. Additionally, all students displayed a marked improvement in each target decoding skill and in the spelling of previously un-mastered sight words.

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