Vocabulary Development in the Elementary School Years for Students with Specific Learning Disabilities

dc.contributor.advisorWallace, Monicaen_US
dc.contributor.authorRowe, Katieen_US
dc.contributor.committeememberBauder, Debbieen_US
dc.contributor.committeememberRust, Jamesen_US
dc.contributor.departmentPsychologyen_US
dc.date.accessioned2014-06-02T19:01:53Z
dc.date.available2014-06-02T19:01:53Z
dc.date.issued2014-03-26en_US
dc.description.abstractVocabulary development is critical to increase a student's ability to read fluently, as well as to enhance reading comprehension. This study focused on adding a vocabulary component to the S.P.I.R.E. program, which is a multisensory-based reading program modeled after the Orton-Gillingham approach. The study took place at a local elementary school in Middle Tennessee. The researcher designed the vocabulary component, which incorporated elements such as storybook readings, imagery, and semantic mapping. The lessons also addressed the multiple meanings of vocabulary words, when applicable. Student performance was assessed using the Comprehensive Receptive and Expressive Vocabulary Test-Third Edition (CREVT-3). The results did not show significant growth in the students' vocabularies.en_US
dc.description.degreeM.A.en_US
dc.identifier.urihttp://jewlscholar.mtsu.edu/handle/mtsu/3635
dc.publisherMiddle Tennessee State Universityen_US
dc.subjectVocabularyen_US
dc.subject.umiPsychologyen_US
dc.subject.umiElementary educationen_US
dc.thesis.degreegrantorMiddle Tennessee State Universityen_US
dc.thesis.degreelevelMastersen_US
dc.titleVocabulary Development in the Elementary School Years for Students with Specific Learning Disabilitiesen_US
dc.typeThesisen_US

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