How teaching explicit word recognition strategies to intermediate special education students increases student reading abilities
Term
2009
Capstone
Thesis
Degree Name
MAEd
Abstract
The research question addressed in this project was, how does the explicit teaching of word recognition strategies within a balanced literacy framework impact intermediate special education students' reading abilities? The motivating factor for this capstone was the struggle of older elementary special education students automatically decoding words. This capstone details five specific word recognition strategies and how effective they are in a balanced literacy classroom that includes the five components of reading. The results concluded that special educators have the ability and responsibility to teach word recognition strategies through a variety of text, read alouds, shared reading, and independent reading rather than focusing on scripted curriculum. Word recognition strategies should not be done in isolation but within the context of a balanced literacy framework. Students benefit learning strategies that have common vocabulary in both the regular and special education classrooms.
Recommended Citation
Jasper, Kari K., "How teaching explicit word recognition strategies to intermediate special education students increases student reading abilities" (2009). School of Education and Leadership Student Capstone Theses and Dissertations. 2196.
https://digitalcommons.hamline.edu/hse_all/2196