Education and Human Sciences, College of (CEHS)
First Advisor
Michael Hebert
Date of this Version
Summer 7-2021
Citation
Wambold, B. (2021). Examining the Effects of the Write Sounds Intervention with First Grade Students [Unpublished master's thesis]. University of Nebraska-Lincoln
Abstract
Students who have difficulty with reading and writing are at risk to continue having difficulty throughout their schooling. Lack of time and resources may be a contributing factor for students not receiving additional instruction for both skills. However, there is evidence that balanced reading and writing programs can be effective. The purpose of this study was to examine the effectiveness of the Write Sounds intervention for students who had deficits in reading and writing. This study was a multiple baseline across participants design with three first-grade students who showed difficulty with reading, spelling, and phonemic awareness. Students received 40 minutes of instruction for two days a week. The primary outcome measure was word reading with a secondary measure of spelling. Results showed that the Write Sounds intervention increased participants’ word reading abilities. Researchers concluded that Write Sounds was effective for the students who completed the instruction. Future research should examine the Write Sounds intervention program in its entirety with students at different grade levels and with different needs.
Advisor: Michael Hebert
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 Michael Hebert. Lincoln, Nebraska: July 2021
Copyright © 2021 Brittany Wambold