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dc.contributor.authorKelpin, Morag
dc.date.accessioned2019-04-30T20:49:28Z
dc.date.available2019-04-30T20:49:28Z
dc.date.issued2019
dc.identifier.otherDOI: 10.25316/IR-6433en
dc.identifier.urihttp://hdl.handle.net/10613/12094
dc.identifier.urihttp://dx.doi.org/10.25316/IR-6433
dc.description.abstractResearch indicates that weak phonological skills will result in difficulty in decoding words in text, thus making reading a very frustrating process. Through action research, the researcher examined the implementation of Tier 2 small group reading intervention using the Orton-Gillingham approach. The Orton-Gillingham approach is a multisensory method of teaching phonological and phonemic awareness, syllabication, sight words, along with spelling rules and concepts. The instruction is explicit, systematic, cumulative, direct, and sequential. Five grade two students met with an Orton-Gillingham practitioner twice a week over the nine-week period. Results indicated that all of the students increased in fluency, accuracy and number of sight words that they could read. As well, statements from the students suggested that they enjoyed the process. Implications of the study along with considerations for the improvement of the group size and setting are provided in the conclusions.en
dc.format.extent128 pg.en
dc.format.mediumtexten
dc.format.mimetypeapplication/pdfen
dc.language.isoenen
dc.publisherElectronic version published by Vancouver Island Universityen
dc.subject.lcshReadingen
dc.titleOrton-Gillingham classroom educator small group reading interventionen
dc.typeThesisen
dc.ThesisDegree.nameMaster of Educationen
dc.ThesisDegree.levelMaster'sen
dc.ThesisDegree.disciplineEducationen
dc.ThesisDegree.grantorVancouver Island Universityen
dc.description.fulltexthttps://viurrspace.ca/bitstream/handle/10613/12094/Kelpin.pdf?sequence=3&isAllowed=yen
dc.identifier.doi10.25316/IR-6433


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