Date of Award

1999

Degree Type

Thesis

Degree Name

Bachelor of Education Honours

Faculty

Faculty of Community Services, Education and Social Sciences

First Advisor

Dr Amanda Blackmore

Abstract

This study examined whether a pictorial mnemonic based program called Letterland, with and without fluency training, improved accuracy and fluency of decoding letter-sounds for children experiencing difficulties learning to read. A single subject experimental ABCDA research design was used with four Year 1 students experiencing difficulties with reading. After baseline (A), the first intervention (B) taught seven Letterland characters and letter-sounds without fluency training over 6 sessions, the second intervention (C) taught seven new letters using Letterland and including fluency training, and the third intervention (D) reviewed all 14 letters with fluency training. Testing involved CVC real words and pseudowords. Results indicated that in some children Letter/and with fluency training increased accuracy and fluency with letter -sounds in isolation. Results must be attributed to not only Letterland, but also to one-to-one instruction, repeated exposure to the letters, frequent opportunities to practice with feedback and emphasis on letter-sound correspondences.

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