The impact of the intensity of a contextualised phonics intervention on striving second grade readers

Master Thesis

2015

Permanent link to this Item
http://hdl.handle.net/11427/13699
Files
thesis_hum_2015_dunn_bm.pdf (881.19 KB)
Authors
Dunn, Bonita Miriam
Supervisors
Verbeek, Clare
Journal Title
Link to Journal
Journal ISSN
Volume Title
Publisher
Publisher

University of Cape Town

Department
School of Education
Faculty
Faculty of Humanities
License
Series
Abstract
This small scale study investigates the impact of the intensity of a 10 week contextualized systematic phonics intervention based on Turner and Bodien’s (2007) methodology on six striving second grade readers. It was specifically concerned to ascertain the impact on reading performance of daily one-to-one intervention for 30 minutes a day compared to a similar twice-weekly intervention, as well as to find out if reading accuracy, comprehension and rate as measured by the Neale Analyis of Reading Ability (Neale, 1997) were affected differently by the intensity of instruction using Turner and Bodien’s (2007) methodology.
Description
Keywords
Education

Reference:

Dunn, B. 2015. The impact of the intensity of a contextualised phonics intervention on striving second grade readers. University of Cape Town.

Collections
Masters