Date of Award
5-1-1996
Degree Type
Thesis
Degree Name
Master of Science
Department
Liberal Studies
First Advisor
Ruth L. Meese, Ph.D.
Second Advisor
Rachel Mathews, Ed.D.
Third Advisor
Terry L. Overton, Ed.D.
Abstract
The purpose of the study was to investigate the sight word recognition of two students with learning disabilities from a private school in Virginia, after adaptations to their learning styles had been made. The experimental design used to assess the effects of learning style adaptations on sight word recognition was a multiple probe across word groups. A combination of the Dolch and Fry Sight Word Lists determined the unmastered sight words for both subjects. The Dunn and Dunn Learning Style Inventory was used to identify the subjects' preferred learning style. The results of the study indicated that when adaptations were made for individual learning styles (i.e., auditory, visual, tactile, and kinesthetic) sight word recognition increased for both subjects
Recommended Citation
Wollett, Andrea Elizabeth, "Learning Style Adaptations and the Effect on Sight Word Recognition Achievement of Students with Learning Disabilities" (1996). Theses & Honors Papers. 259.
https://digitalcommons.longwood.edu/etd/259
Included in
Curriculum and Instruction Commons, Educational Methods Commons, Special Education and Teaching Commons
