The Effect of Gardner’s Theory of Multiple Intelligences on Reading and Spelling Non-Phonetic Sight Words

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dc.contributor.authorTrau, Rachel
dc.contributor.programMasters of Educationen_US
dc.date.accessioned2016-02-10T21:25:49Z
dc.date.available2016-02-10T21:25:49Z
dc.date.issued2014-07
dc.description.abstractThe purpose of this study was to examine to impact of teaching dyslexic students ages seven to eleven sight words utilizing all of their intelligences (interpersonal, intrapersonal, linguistic, visual-spatial, musical, mathematical, and kinesthetic) as opposed to using a typical Orton Gillingham method (visual, kinesthetic, auditory, tactile). Although the null hypothesis was supported, there was significant increase in students’ gains for reading and spelling sight words for both the control and experimental groups. Studies related to this topic should continue and should be conducted for longer periods of time, should utilize more students, and should cross examine scores with overall reading achievement.en_US
dc.format.extent33 p.en_US
dc.genreaction research papersen_US
dc.identifierdoi:10.13016/M2CM7X
dc.identifier.urihttp://hdl.handle.net/11603/2220
dc.language.isoen_USen_US
dc.relationMaster of Education
dc.relation.isAvailableAtGoucher College, Baltimore, MD
dc.rightsCollection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.
dc.subject.lcshEducation -- Research papers (Graduate)
dc.subject.lcshMultiple intelligences -- Research
dc.subject.lcshWord recognition -- Research
dc.subject.lcshDyslexic children -- Research
dc.titleThe Effect of Gardner’s Theory of Multiple Intelligences on Reading and Spelling Non-Phonetic Sight Wordsen_US
dc.typeTexten_US

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