Date of Award
Winter 2-17-2020
Degree Type
Dissertation
Degree Name
Executive Ed.D. in Education Leadership Management and Policy
Department
Education Leadership, Management and Policy
Advisor
Martin Finkelstein, Ph.D.
Committee Member
Jan Furman, Ed.D.
Committee Member
Bruce Storm, Ed.D.
Keywords
Dyslexia, reading instruction, brain science in reading, multisensory phonics-based instruction, Orton-Gillingham, how children learn to read, brain imaging
Abstract
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 reveal that approximately 1/3 of the nation’s children are proficient readers. Phonics-based instruction developed by two brilliant minds, Orton-Gillingham, has paved the way for children with dyslexia and other reading difficulties.
The educators who participated in this case study unanimously verified that the phonics-based reading program had a sustainable impact on student reading ability.
Recommended Citation
DeBrito, Teresa, "The Influence of a Phonics-Based Program, Wilson Fundations®, on Primary Children's Reading Skills" (2020). Seton Hall University Dissertations and Theses (ETDs). 2754.
https://scholarship.shu.edu/dissertations/2754
Included in
Curriculum and Instruction Commons, Disability and Equity in Education Commons, Elementary Education Commons, Special Education and Teaching Commons, Urban Education Commons
