Effect of a Literacy Intervention on Word-Level Skills for a 5th Grader with Dyslexia
Location
CSU Ballroom
Start Date
11-4-2017 2:00 PM
End Date
11-4-2017 3:30 PM
Student's Major
Speech, Hearing, and Rehabilitation Services
Student's College
Allied Health and Nursing
Mentor's Name
Megan Mahowald
Mentor's Department
Speech, Hearing, and Rehabilitation Services
Mentor's College
Allied Health and Nursing
Description
In individuals with dyslexia, there are several methods to address therapy and intervention. One of which, is an individualized plan tailored to meet specific needs and difficulties of the individual. This single subject design study explores the effectiveness of word-level spelling intervention with an elementary aged student with developmental dyslexia. Abby (pseudonym) is an eleven-year-old child who was diagnosed with mild expressive and receptive language impairment and developmental dyslexia. Abby attended one 60-minute session weekly for 15 weeks. Sessions consisted of tasks that included reading, writing and spelling. Abby participated in spelling sorts, selected reading passages and targeted sentence writing. In order to monitor change over time, probes were given to assess spelling, dictation and decoding accuracy. Preliminary data indicated Abby has made some improvement across all tasks. Given this approach in intervention, it is expected that Abby will continue to improve in all tasks.
Effect of a Literacy Intervention on Word-Level Skills for a 5th Grader with Dyslexia
CSU Ballroom
In individuals with dyslexia, there are several methods to address therapy and intervention. One of which, is an individualized plan tailored to meet specific needs and difficulties of the individual. This single subject design study explores the effectiveness of word-level spelling intervention with an elementary aged student with developmental dyslexia. Abby (pseudonym) is an eleven-year-old child who was diagnosed with mild expressive and receptive language impairment and developmental dyslexia. Abby attended one 60-minute session weekly for 15 weeks. Sessions consisted of tasks that included reading, writing and spelling. Abby participated in spelling sorts, selected reading passages and targeted sentence writing. In order to monitor change over time, probes were given to assess spelling, dictation and decoding accuracy. Preliminary data indicated Abby has made some improvement across all tasks. Given this approach in intervention, it is expected that Abby will continue to improve in all tasks.
Recommended Citation
Diggan, Danielle and Danielle Barr. "Effect of a Literacy Intervention on Word-Level Skills for a 5th Grader with Dyslexia." Undergraduate Research Symposium, Mankato, MN, April 11, 2017.
https://cornerstone.lib.mnsu.edu/urs/2017/poster-session-B/3
