Dissertation/Thesis Abstract

A case study of literacy development in a young child with dyslexia designed to answer the research question—How can a child with dyslexia develop literacy skills that allow her/him to succeed in school when many individuals with dyslexia do not succeed in school?
by Fiske, Ann Lorraine Gleason, Ph.D., Union Institute and University, 2009, 226; 3392049
Abstract (Summary)

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.

Indexing (document details)
Advisor: Dietsche, Kristin
Commitee:
School: Union Institute and University
School Location: United States -- Ohio
Source: DAI-A 71/01, Dissertation Abstracts International
Source Type: DISSERTATION
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
Publication Number: 3392049
ISBN: 978-1-109-57655-9
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