Date Approved

10-6-2016

Embargo Period

10-6-2016

Document Type

Thesis

Degree Name

M.A. Special Education

Department

Interdisciplinary and Inclusive Education

College

College of Education

Advisor

Kuder, Sydney

Keywords

literacy

Subject(s)

Individualized reading instruction

Disciplines

Curriculum and Instruction

Abstract

The purpose of the study was to examine the effects of leveled literacy through guiding reading and leveled literacy reading in conjunction with supplemental small group instruction utilizing Orton Gillingham techniques. This study was completed in a first grade inclusive classroom. This study was created by results from beginning of the year (September) independent reading assessments. Students who were incorporated into this study as part of the instructional group read at least three grade below excepted level, and were not classified students. Students were monitored and formally assessed at each marking period of the school year to measure successes. Students in the control group met during guided reading only utilized small group Level Literacy provided through Fountas and Pinnell. The instructional group met daily and received both small group instruction utilizing the Orton Gillingham techniques as well as the Level Literacy provided by Fountas and Pinnell. Overall, the students reading levels increased at a minimum of three levels. The study showed students who were given the instructional techniques provided by both programs were more successful and improved more than students who only have one resource.

Download

Share

COinS