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dc.contributor.advisorJoseph-McEwen, Debra A.
dc.contributor.authorKruger, Hannah
dc.date.accessioned2021-09-07T21:39:15Z
dc.date.available2021-09-07T21:39:15Z
dc.date.issued12/19/2016
dc.identifier.urihttp://hdl.handle.net/20.500.12648/4946
dc.description.abstractThis qualitative case study explores the impact Fetal Alcohol Spectrum Disorder has upon literacy learning. The purpose of this research is to not only explore the nature of FASD, but also aid in expanding the understanding of teachers and educators regarding particular teaching and learning strategies that may address the unique literacy needs of students diagnosed with FASD. Four reading comprehension strategies were introduced to the research participant over twelve weeks; the participant indicated that two of the strategies were most beneficial because they were not only highly structured, but also contained clear steps to follow, allowing for greater ease of use and memorization.
dc.subjectFetal Alcohol Spectrum Disorder
dc.subjectFASD
dc.subjectReading Comprehension
dc.subjectStrategies
dc.subjectLiteracy
dc.titleFetal Alcohol Spectrum Disorder and Reading Comprehension: What Works and What Does Not?
dc.typethesis
refterms.dateFOA2021-09-07T21:39:15Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.languate.isoen_US


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