Teaching First Grade Vocabulary Words By Using a Combination Method: a Case Study

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.

Name thesis:degree_name

Master of Science in Education in Literacy

Level thesis:degree_level

Masters

Discipline thesis:degree_discipline

Reading, Foundations, and Technology

Year

1978

Author dc:creator

• Nimmo, Janelle F.

Contributors dc:contributor

• James Layton

• Other Education

Statement dc:rights

• © Janelle F Nimmo

Repository record dc:identifier

https://bearworks.missouristate.edu/theses/393

OAI identifier oai:identifier

oai:bearworks.missouristate.edu:theses-1394