Date of Award

6-24-2014

Document Type

Graduate Field Experience

Degree Name

Master Of Arts In Urban Special Education

Colleges & School

College Of Education And Leadership

First Advisor

Linda Gordy, PhD

Library of Congress Subject Heading

Grammar, Comparative and general--Morphology; Vocabulary; Reading comprehension; Reading--Direct instruction approach

Abstract

The purpose of this study was to determine the effects of direct instruction in word morphology and related skills on the word identification skills of a 3rd grade student. The study was conducted in a one-on-one setting and consisted of ten 90-minute sessions. The study was designed with a focus on the target student's specific areas of strength and deficiency. Each session was divided into four sections, each section addressing a specific skill set: (a) blending (b) morphological awareness (c) vocabulary and (d) comprehension. To assess growth, the Woodcock Johnson Reading Mastery Tests and the Qualitative Reading Inventory were used. Two measures of informal assessment were additionally implemented. Test results found no significant correlation between the intervention and growth in word identification.

Rights

On-Campus Access

OCLC Number

883397578

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