This formative case study sought to explore the effectiveness of a remedial intervention based on Tier 2 word meanings for students whose primary deficit is phonological. Within the framework of a formative design research study, collaboration between a special education teacher and the researcher allowed for adaption and delivery of content while providing an opportunity to develop teacher capacity as well as student ability. The study found that focusing on the teaching of word meaning enhanced the remedial program due to the inclusion of a greater range of teaching strategies. Too few words were taught in order to bring about a significant improvement in vocabulary knowledge or spelling skill; however, most of the students believed they had improved in spelling and their attitude to writing was more positive at the end of the study. Several students showed improvement in written expression.
| Identifer | oai:union.ndltd.org:TORONTO/oai:tspace.library.utoronto.ca:1807/25670 |
| Date | 01 January 2011 |
| Creators | Reiss, Evelyn |
| Contributors | Stagg Peterson, Shelley |
| Source Sets | University of Toronto |
| Language | en_ca |
| Detected Language | English |
| Type | Thesis |
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