Education Commons^™

Effects Of The "Write Sounds" Program On Handwriting And Phonics Skills, Pam Bazis

College of Education and Human Sciences: Dissertations, Theses, and Student Research

Reading and writing rely on related foundational literacy skills (e.g., phonological processing, phonological memory, phonemic awareness; Brooks et al., 2011; Graham & Hebert, 2010, 2011; Sanders et al., 2018). Therefore, students struggling with reading often have writing problems, including handwriting (Kandel et al., 2017; Sanders, Berninger, & Abbott, 2018). It is often difficult to determine the source of writing difficulties as they could come from uncertainty in how to form the graphemes, poor spelling skills, or organizational deficits (Berninger et al., 2008). This study aimed to determine the usability, feasibility, and promise of an integrated handwriting intervention on 33 students …

Spelling Interventions For Students Who Show Signs Of Dyslexia, Caitlin N. Gritz

Networks: An Online Journal for Teacher Research

This action research examines the impact of spelling interventions for students who show signs of dyslexia. The action research also shows how using growth mindset can help students with characteristics typical of low self-esteem. Students learned a new spelling pattern weekly and a growth mindset lesson to teach students how to have a growth mindset rather than a fixed mindset related to spelling skills. A pre-spelling inventory test and a post-spelling inventory test were compared to see that word study activities help students remember specific spelling patterns.

The Influence Of A Phonics-Based Program, Wilson Fundations®, On Primary Children's Reading Skills, Teresa Debrito

Seton Hall University Dissertations and Theses (ETDs)

This case study focused on the experiences of teachers who utilized a reading program, Wilson Fundations®, to teach phonics-based instruction to primary age children at an urban elementary school. Face-to-face interviews and a review of preliminary data verified for this community of educators that the phonics-based program was leading to significant improvements in reading for their students.

Based on brain imaging and significant intervention research, children with reading difficulties do benefit greatly from multisensory phonics-based instruction. Although the research is clear, children in the United States continue to struggle with reading. The National Association of Educational Progress (NAEP) results …