Date of Award
7-2021
Document Type
Action Research Project
Degree Name
Master of Arts in Education
Department
Education
First Advisor
Carol Knicker
Department/School
Curriculum and Instruction
Abstract
All students and adults need reading skills. Word recognition skills are necessary to build reading fluency and comprehension abilities. This paper describes how to identify students struggling with word recognition and provides a model for supporting these readers. Due to COVID social distancing restrictions, two third-grade students in a rural public school were identified as not meeting the grade-level reading targets and received multisensory, structured literacy instruction to improve word recognition abilities. The data from the research project supported the use of the instructional model to improve word recognition skills. One area that arose from the research is the efficacy of beginning the structured reading intervention at a younger age.
Recommended Citation
Veronen, Jennifer. (2021). The Effects of Multi-Sensory Structured Literacy Instruction on Promoting Word Recognition in Elementary Schools. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/422