Date of Award/Publication
8-2015
Document Type
Thesis
Degree Name
MS in Literacy Education
Department
Education
First Supervisor
Joellen Maples
Abstract
The current action research paper asked the question, “How do students with disabilities in a self-contained classroom use different phonics strategies to find success in their reading?” Phonics strategies aim to help students with disabilities increase their phonics skills. The research was conducted among five students in a self-contained classroom with multiple disabilities. The data was collected by interviewing teachers and students, delivering three phonics strategies, recorded observations, and field notes. The research study met each student at their individual level and sought to meet their individual needs. Overall these phonics strategies, can be beneficial to students with disabilities. Phonics is a foundation to learning to read. It is important that students build a strong foundation to become successful readers.
Recommended Citation
Armes, Elizabeth A., "Students with Disabilities in Self-Contained Classrooms: Strategies Improving Phonics in Reading" (2015). Education Masters. Paper 340.
https://fisherpub.sjf.edu/education_ETD_masters/340
Please note that the Recommended Citation provides general citation information and may not be appropriate for your discipline. To receive help in creating a citation based on your discipline, please visit http://libguides.sjfc.edu/citations.