Education and Human Sciences, College of (CEHS)
First Advisor
Mackenzie Savaiano
Date of this Version
7-2019
Document Type
Article
Abstract
Students with cortical visual impairment (CVI) have difficulties participating in literacy activities and the reading process. An evidenced-based curriculum was adapted and modified to teach letter naming to a student with CVI. A multiple probe design was used to determine whether the instruction was effective with a student with CVI and if instruction in letter identification support identification of letter sounds for a student with cortical visual impairment. There was a functional relationship between the explicit instruction and the students immediately recorded correct responses, but the skill was not maintained.
Advisor: Mackenzie Savaiano
Comments
A THESIS Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Master of Arts, Major: Special Education, Under the Supervision of Professor Mackenzie Savaiano. Lincoln, Nebraska: July 2019.
Copyright (c) 2019 Holli Luff