How Does the use of Word Walls in an Intermediate Classroom Affect the Spelling of Students with Learning Disabilities?
|dc.description.abstract||This study explored the use of word walls in an intermediate classroom with students who receive special education services.The students are classified as "learning disabled" or "other health impaired." The study was conducted on five students in a fifth grade classroom who received consultant teacher support for one hour a day, five days a week. The students were asked to complete a pre and post survey questionnaire on their feelings toward spelling. They were given a quick-write journal in which they wrote for ten uninterrupted minutes. Also, students' completed short narrative writing pieces. The researcher kept a daily log, reflecting on the students work and attitudes. Students were introduced to a word wall after baseline data had been collected. The following questions were addressed during the research: Could a word wall be of benefit to students in an intermediate classroom who have learning disabilities? How would students utilize the word wall in their writing pieces? Do they eventually retain the spelling in their long term memory? Results of the research show that word walls were beneficial to the students who participated in this study. The students utilized the word walls on a daily basis and started to retain correct spellings in their long term memory.|
|dc.subject||Brockport Thesis Collection|
|dc.title||How Does the use of Word Walls in an Intermediate Classroom Affect the Spelling of Students with Learning Disabilities?|
|dc.description.department||Education and Human Development|
|dc.description.degreelevel||Master of Science in Education (MSEd)|
|dc.description.publicationtitle||Education and Human Development Master's Theses|
|dc.contributor.organization||The College at Brockport|