Date of Award
4-28-1997
Degree Type
Thesis
Degree Name
Master of Science
Department
Liberal Studies
First Advisor
Rachel Mathews, Ed.D.
Second Advisor
Patricia R. Whitefield, Ph.D.
Third Advisor
Peggy L. Tarpley, Ph.D.
Abstract
The purpose of this experimental study was to determine the effect of auditory perceptual training on reading decoding skills of adolescent students with learning disabilities. The subjects (N=4) were all being served in a self-contained high school setting. Three of the subjects were male and one was female. The subjects were pre-tested and post-tested using the Test of Auditory Analysis Skills (TAAS) and word identification and word attack subtests of the Woodcock Reading Mastery Test Revised(WRMT-R). The data were analyzed using dependent sample t-tests. Significant differences were found on auditory skills (t= -3.66, p<.05), word attack (t=8.3, p<.05) and the basic skills cluster (t=5.14, p<.05). Two limitations of this study were the small number of subjects and duration of the training exercises. Future studies with a larger sample and longer training period are recommended. Another recommendation is to use a single subject method when the sample size is this small.
Recommended Citation
Marshall, Jennifer L., "Effects of Auditory Perceptual Training on Reading Decoding" (1997). Theses & Honors Papers. 294.
https://digitalcommons.longwood.edu/etd/294
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