{"id":{"repo_id":"mo-state","oai_identifier":"oai:bearworks.missouristate.edu:theses-1394"},"canonical_url":"https://search.dev.ndltd.org/etd/mo-state/oai:bearworks.missouristate.edu:theses-1394","repository":{"repo_id":"mo-state","name":"Missouri State University","base_url":"https://bearworks.missouristate.edu/do/oai/"},"display":{"title":"Teaching First Grade Vocabulary Words By Using a Combination Method: a Case Study","abstract":"The intent of this case study was to determine whether or not a learning disabled child who exhibited neither a strong visual or auditory modality on an intelligence test and preference modality test would be able to learn to read first grade material if taught by using a combination of the Fernald-Keller method and the Stillman-Gillingham method using a visual, auditory, kinesthetic, and tactile approach. A record was kept for each working session as to the amount of times a word was traced, pronounced, written, and read before the word was considered known. At the end of the eight-week experimental sessions, a list of all first grade words was presented again to determine the number of words learned during the experimental period. Two hundred twenty-eight words were presented during the sessions, 207 words were pronounced correctly at the final meeting. In addition 191 other first grade words were pronounced without being formally taught.","abstract_html":"The intent of this case study was to determine whether or not a learning disabled child who exhibited neither a strong visual or auditory modality on an intelligence test and preference modality test would be able to learn to read first grade material if taught by using a combination of the Fernald-Keller method and the Stillman-Gillingham method using a visual, auditory, kinesthetic, and tactile approach. A record was kept for each working session as to the amount of times a word was traced, pronounced, written, and read before the word was considered known. At the end of the eight-week experimental sessions, a list of all first grade words was presented again to determine the number of words learned during the experimental period. Two hundred twenty-eight words were presented during the sessions, 207 words were pronounced correctly at the final meeting. In addition 191 other first grade words were pronounced without being formally taught.","abstract_has_math":false,"creators":["Nimmo, Janelle F."],"institution":null,"degree_name":"Master of Science in Education in Literacy","degree_level":"Masters","degree_discipline":"Reading, Foundations, and Technology","degree_department":null,"school":null,"contributors":["James Layton"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1978,"date_issued":"1978-12-01T08:00:00Z","date_published":"1978-12-01T08:00:00Z","updated_at":"2026-07-24T03:15:23Z","subjects":["Other Education"],"languages":[],"rights":["© Janelle F Nimmo"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://bearworks.missouristate.edu/theses/393","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["James Layton"]},{"key":"dc:creator","label":"Author","values":["Nimmo, Janelle F."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Reading, Foundations, and Technology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science in Education in Literacy"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Other Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["© Janelle F Nimmo"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://bearworks.missouristate.edu/theses/393"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The intent of this case study was to determine whether or not a learning disabled child who exhibited neither a strong visual or auditory modality on an intelligence test and preference modality test would be able to learn to read first grade material if taught by using a combination of the Fernald-Keller method and the Stillman-Gillingham method using a visual, auditory, kinesthetic, and tactile approach. A record was kept for each working session as to the amount of times a word was traced, pronounced, written, and read before the word was considered known. At the end of the eight-week experimental sessions, a list of all first grade words was presented again to determine the number of words learned during the experimental period. Two hundred twenty-eight words were presented during the sessions, 207 words were pronounced correctly at the final meeting. In addition 191 other first grade words were pronounced without being formally taught."]},{"key":"dc:title","label":"Title","values":["Teaching First Grade Vocabulary Words By Using a Combination Method: a Case Study"]}]}],"canonical_facts":{"dc:contributor":["James Layton"],"dc:creator":["Nimmo, Janelle F."],"dc:description.abstract":["The intent of this case study was to determine whether or not a learning disabled child who exhibited neither a strong visual or auditory modality on an intelligence test and preference modality test would be able to learn to read first grade material if taught by using a combination of the Fernald-Keller method and the Stillman-Gillingham method using a visual, auditory, kinesthetic, and tactile approach. A record was kept for each working session as to the amount of times a word was traced, pronounced, written, and read before the word was considered known. At the end of the eight-week experimental sessions, a list of all first grade words was presented again to determine the number of words learned during the experimental period. Two hundred twenty-eight words were presented during the sessions, 207 words were pronounced correctly at the final meeting. In addition 191 other first grade words were pronounced without being formally taught."],"dc:identifier":["https://bearworks.missouristate.edu/theses/393"],"dc:rights":["© Janelle F Nimmo"],"dc:subject":["Other Education"],"dc:title":["Teaching First Grade Vocabulary Words By Using a Combination Method: a Case Study"],"thesis:degree_discipline":["Reading, Foundations, and Technology"],"thesis:degree_level":["Masters"],"thesis:degree_name":["Master of Science in Education in Literacy"]},"updated_at":"2026-07-24T03:15:23Z"}