Page 1 |
Save page Remove page | Previous | 1 of 152 | Next |
|
small (250x250 max)
medium (500x500 max)
Large
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
Running head: SUPPLEMENTAL LITERACY INSTRUCTION 1
SUPPLEMENTAL LITERACY INSTRUCTION FOR STUDENTS WITH
DOWN SYNDROME: A PROGRAM EVALUATION
by
Lisa Michelle Regan
_____________________________________________________________________
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2013
Copyright 2013 Lisa Michelle Regan
Object Description
| Title | Supplemental literacy instruction for students with Down syndrome: a program evaluation |
| Author | Regan, Lisa Michelle |
| Author email | lisa.regan@usc.edu;lisa.regan@lausd.net |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2013-02-11 |
| Date submitted | 2013-04-04 |
| Date approved | 2013-04-05 |
| Restricted until | 2013-04-05 |
| Date published | 2013-04-05 |
| Advisor (committee chair) | Mora-Flores, Eugenia |
| Advisor (committee member) |
Hirabayashi, Kimberly Pensavalle, Margo |
| Abstract | The study utilizes an inductive, qualitative approach to program evaluation to understand the nature of an afterschool literacy tutoring program for students with Down syndrome. Two research questions guide this study: (a) What are the curricular and instructional elements of the Let’s Read Now (LRN) literacy tutoring program for students with significant learning needs resulting from a diagnosis of Down syndrome? and (b) How does the LRN program align its practices to the research-based approaches to core and supplemental literacy instruction? The methodology utilized in this study is a formative, program evaluation design based on a nested case study approach. Findings reveal that training and ongoing support for tutors centers on the behavioral characteristics of students with Down syndrome as opposed to instructional practices that promote literacy development. For students with limited reading skills, the program utilizes a sight word approach for teaching reading, which is based on research that has largely been refuted by more recent studies indicating that students with DS can learn to read with direct instruction in both phonics and comprehension blended with explicit attention to auditory and/or visual memory. The findings provide insight into what pertinent changes could take place within this tutoring program to situate affective and behavioral aspects of learning within a larger, research-based framework that promotes students’ literacy growth. In addition, this study provides avenues for future research in the areas of literacy curriculum, instructional practices, and assessments for students with significant learning needs arising from developmental disorders, and it informs the types of practices that could prove effective within school programs as well as tutoring or intervention settings for students with learning, cognitive, or intellectual disabilities in order to improve outcomes for this population. |
| Keyword | Down syndrome; tutoring; literacy; instruction |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m |
| Contributing entity | University of Southern California |
| Rights | Regan, Lisa Michelle |
| Access conditions | The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright. The original signature page accompanying the original submission of the work to the USC Libraries is retained by the USC Libraries and a copy of it may be obtained by authorized requesters contacting the repository e-mail address given. |
| Repository name | University of Southern California Digital Library |
| Repository address | USC Digital Library, University of Southern California, University Park Campus MC 7002, 106 University Village, Los Angeles, California 90089-7002, USA |
| Repository email | cisadmin@usc.edu |
| Archival file | uscthesesreloadpub_Volume7/etd-ReganLisaM-1513.pdf |
Description
| Title | Page 1 |
| Contributing entity | University of Southern California |
| Full text | Running head: SUPPLEMENTAL LITERACY INSTRUCTION 1 SUPPLEMENTAL LITERACY INSTRUCTION FOR STUDENTS WITH DOWN SYNDROME: A PROGRAM EVALUATION by Lisa Michelle Regan _____________________________________________________________________ A Dissertation Presented to the FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION May 2013 Copyright 2013 Lisa Michelle Regan |
