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dc.contributor.authorOse, Susan
dc.contributor.programMasters of Educationen_US
dc.date.accessioned2016-05-16T15:36:16Z
dc.date.available2016-05-16T15:36:16Z
dc.description.abstractThe purpose of this study was to test the null hypothesis that multisensory instruction would not affect a kindergarten student’s ability to identify letters. Group one received audio-visual instruction on upper and lower-case letter identification, while group two received multisensory instruction. The measurement tool was Maria Clay’s (2013) Letter Identification Subtest from the Observation Survey of Literacy Achievement, Third Edition. This study involved the use of a pretest/posttest design to compare data from January 2016 (before the intervention was administered), to data from March of 2016 (after the intervention was complete). The null hypothesis in this study was supported because there was no statistically significant difference in letter identification between the audio-visual group and the multisensory group. Further research is necessary to determine whether multisensory instruction is the most effective method of instruction for letter identification in kindergarten students.en_US
dc.format.extent34 p.en_US
dc.genreaction research papersen_US
dc.identifierdoi:10.13016/M2B77T
dc.identifier.urihttp://hdl.handle.net/11603/2850
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.subjectmultisensory instructionen_US
dc.subject.lcshEducation -- Research papers (Graduate)
dc.subject.lcshLetters of the alphabet -- Study and teaching -- Kindergarten.
dc.subject.lcshInstruction -- Kindergarten.
dc.titleThe Effect of Multisensory Instruction on Letter Identification of Kindergarten Studentsen_US
dc.typeTexten_US


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