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An Analysis of the Relationship of Multisensory, Structured, Language Intervention Curriculum and Reading Achievement of Students with Dyslexia.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	An Analysis of the Relationship of Multisensory, Structured, Language Intervention Curriculum and Reading Achievement of Students with Dyslexia./
作者:	Royal, Melanie Ann.
面頁冊數:	1 online resource (125 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-05(E), Section: A.
標題:	Education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355577334

An Analysis of the Relationship of Multisensory, Structured, Language Intervention Curriculum and Reading Achievement of Students with Dyslexia.
Royal, Melanie Ann.

An Analysis of the Relationship of Multisensory, Structured, Language Intervention Curriculum and Reading Achievement of Students with Dyslexia. - 1 online resource (125 pages)

Source: Dissertation Abstracts International, Volume: 79-05(E), Section: A.

Thesis (D.Ed.)--Tarleton State University, 2017.

Includes bibliographical references

The study analyzed whether participation in a multisensory, structured language intervention for students identified with dyslexia yielded any relationship to progress in reading comprehension as measured on state-mandated assessments of reading comprehension. The study analyzed both the amount of progress made in the curriculum, as well as, the number of years the student received intervention. The participants in the study were first through third grade students identified with dyslexia, or exhibiting the characteristics of dyslexia and who had received multisensory, structured language intervention for a period of one, two, or three consecutive years at a charter school in north central Texas.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355577334Subjects--Topical Terms:

555912
Education.
Index Terms--Genre/Form:

554714
Electronic books.

An Analysis of the Relationship of Multisensory, Structured, Language Intervention Curriculum and Reading Achievement of Students with Dyslexia.
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500 $a Source: Dissertation Abstracts International, Volume: 79-05(E), Section: A.
500 $a Adviser: Don M. Beach.
502 $a Thesis (D.Ed.)--Tarleton State University, 2017.
504 $a Includes bibliographical references
520 $a The study analyzed whether participation in a multisensory, structured language intervention for students identified with dyslexia yielded any relationship to progress in reading comprehension as measured on state-mandated assessments of reading comprehension. The study analyzed both the amount of progress made in the curriculum, as well as, the number of years the student received intervention. The participants in the study were first through third grade students identified with dyslexia, or exhibiting the characteristics of dyslexia and who had received multisensory, structured language intervention for a period of one, two, or three consecutive years at a charter school in north central Texas.
520 $a The research design was quantitative with a descriptive analysis conducted on existing data collected by the Certified Academic Language Therapist during the intervention period. Progress in the curriculum was determined by the number of formative Benchmark Measures the student had been administered during each of the intervention years. The number of benchmarks was compared to the 3rd grade STAAR reading scale score. The length of intervention was categorized as either one, two, or three years with each of these categories also compared to the STAAR reading scale score.
520 $a Descriptive analysis of the data revealed the further the student progressed through the curriculum, as noted by the number of benchmark measures administered, no relationship on the summative assessment measure, STAAR reading scale score was observed. An analysis of the number of years in intervention compared to STAAR reading scale score indicated some benefit to students who had two years of intervention when compared to one, however, no progress for students who had three years of intervention. In summary, the independent variables analyzed in this study did not appear to have any relationship to reading comprehension as measured by state-mandated assessment.
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