The term 'dyslexic' describes a student of otherwise normal intelligence who has difficulty in acquiring printed literacy skills appropriate for her/his age level in conventional classroom situations. Using school records, interviews, and tutorial log entries, this dissertation, in the form of a longitudinal, single-case, case study, describes the 4-year progress in developing printed literacy skills of a ten-year-old, fourth grade child who was failing in school, and who had been diagnosed by formal testing agencies as having dyslexia. Summer interventional tutoring, based upon Constructivist learning theory that encourages tutor/tutee shared responsibility for learning, and guided by contemporary neurological and educational information on dyslexia, supplemented conventional classroom instruction, enabling the child to develop the necessary printed literacy skills to become an avid reader and succeed in school. Additional research is needed to develop better methods for earlier identification of individuals with dyslexia, improve teaching techniques in conventional classrooms that might make interventional tutoring unnecessary, and alter school testing procedures to develop tests that reveal the unique capabilities as well as the inabilities of individuals with dyslexia.
|School:||Union Institute and University|
|School Location:||United States -- Ohio|
|Source:||DAI-A 71/01, Dissertation Abstracts International|
|Subjects:||Special education, Literacy, Reading instruction, Curriculum development|
|Keywords:||Constructivist teaching techniques, Dyslexia, Literacy development, Literacy education, Multi-modal instruction, One-on-one tutoring, Remedial reading, Remedial reading instruction|
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