The Impact of a Multisensory Instructional Approach on Learning Letters and Sounds

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dc.contributor.authorGahan, Margaret
dc.contributor.programMasters of Educationen_US
dc.date.accessioned2019-05-14T15:09:35Z
dc.date.available2019-05-14T15:09:35Z
dc.date.issued2019-05-14
dc.description.abstractThe purpose of this study was to determine whether a multisensory instructional approach had an impact on learning letters and letter sounds in pre-kindergarten. The measurement tool used was an observational checklist and the Pre-kindergarten Language and Literacy Assessment letters section for this study. The checklist was used for five days during the pretest period and five days during the posttest period. The assessment was used one day during the pretest period and one day during the posttest period. The results suggest that pre-kindergarten students benefit from a multisensory instructional approach when learning letters and letter sounds. More research must be conducted before these results can be generalized to other students.en_US
dc.format.extent28 pagesen_US
dc.genreaction research papersen_US
dc.identifierdoi:10.13016/m2vtgh-h5ha
dc.identifier.urihttp://hdl.handle.net/11603/13860
dc.language.isoen_USen_US
dc.relationMaster of Education
dc.relation.isAvailableAtGoucher College, Baltimore, MD
dc.rightsThis work 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.subjectpre-kindergarten letter and sound learningen_US
dc.subjectmultisensory instructionen_US
dc.subject.lcshEducation -- Research papers (Graduate).
dc.titleThe Impact of a Multisensory Instructional Approach on Learning Letters and Soundsen_US
dc.typeTexten_US

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