Mnemonic Strategy Instruction for Beginning Readers with Cognitive Impairments

Autor/in	Burton, Rivka
Titel	Mnemonic Strategy Instruction for Beginning Readers with Cognitive Impairments
Quelle	(2013), (113 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3033-1111-6
Schlagwörter	Hochschulschrift; Dissertation; Mnemonics; Phoneme Grapheme Correspondence; Alphabets; Teaching Methods; Early Childhood Education; Phonics; Reading Skills; Reading Instruction; Pretests Posttests; Learning Disabilities; Instructional Effectiveness; Visual Stimuli; Recognition (Psychology); Summer Programs; Statistical Analysis; Cues; Verbal Stimuli; Theories; Educational Experience; Employment; Independent Living + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Mnemotechnik; Buchstabenschrift; Teaching method; Lehrmethode; Unterrichtsmethode; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Reading skill; Lesefertigkeit; Leseunterricht; Learning handicap; Lernbehinderung; Unterrichtserfolg; Recognition; Wiedererkennen; Sommerkurs; Statistische Analyse; Stichwort; Theory; Theorie; Bildungserfahrung; Dienstverhältnis; Selbstverantwortung
Abstract	Many students with cognitive impairments are not afforded the opportunity to develop their potential as readers. A review of the literature reveals that few researchers have evaluated the effects of phonics instruction on the reading skills of students with cognitive impairments. The purpose of this study was to test the effectiveness of a mnemonic strategy approach used to teach the alphabet to beginning readers with cognitive impairments. A pretest/posttest design was employed to determine if a mnemonic strategy alphabet program had a significant effect on the letter-sound recognition skills of beginning readers with cognitive impairments. The research question was developed based on dual coding theory, which posits that the combined use of visual and verbal encoding of information increases the likelihood that information will be remembered. Classroom staff collected pre- and post-data and provided mnemonic strategy alphabet instruction to14 beginning readers with cognitive impairments enrolled in a 6 week summer Early Childhood Center (ECC) program. Results of a t test analysis revealed that students receiving mnemonic instruction evidenced significant gains in their alphabetic knowledge. Findings were in alignment with dual coding theory, since the use of visual and verbal cues enhanced the alphabet knowledge of the students with cognitive impairments. It is recommended that the ECC implement the selected mnemonic program over the course of a school year, while monitoring individual student progress. Improved literacy skills can have a positive impact on the educational experiences of children with cognitive impairments, providing them with increased access to the academic experiences of school and enhancing their employment and independent living opportunities on reaching adulthood. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01