Date Approved
4-29-2009
Embargo Period
3-16-2016
Document Type
Thesis
Degree Name
M.A. in Learning Disabilities
Department
Interdisciplinary and Inclusive Education
College
College of Education
Advisor
Kuder, S. Jay
Subject(s)
Guided reading; Reading (Primary)
Disciplines
Disability and Equity in Education
Abstract
The purpose of this study was to examine if the use of the Making Words strategy, when implemented during Guided Reading instruction in a first grade classroom, improves the decoding skills of first grade students with and without disabilities. The students were administered the Yopp-Singer Test of Phonemic Segmentation as a pretest and posttest of the study. The Making Words strategy was implemented at the conclusion of each guided reading lesson during a ten week period. There were 16 first grade students included in this study, four of whom had disabilities. The average number of words correctly segmented at the beginning of the study was 14 words and the average number of words correctly segmented at the end of the study was 18 words (an average increase of 38%). Implications of the study reveal that students who are more successful at segmenting sounds are better at decoding unknown words.
Recommended Citation
Cavaliere, Amanda, "Guided reading instruction and making words" (2009). Theses and Dissertations. 601.
https://rdw.rowan.edu/etd/601
