Title

Incorporating Systematic Whole Word Instruction (Edmark) into a Phonics Based Middle School Reading Instruction for Students with Cognitive Disabilities

Date of Award

Fall 12-19-2019

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Special Education

Department

Graduate Studies

Committee Chair

Brian Smith

Keywords

sight words, phonics

Abstract

Reading is a skill students learn in order to continue learning as well as maximize independence. Middle school students with mild to moderate cognitive disabilities have typically had previous phonics reading instruction; however, they might have the skills of a beginning reader. Some students with cognitive disabilities this age may not be decoding words, but are continuing to sight read words already familiar to them.

The Edmark reading curriculum sequentially adds sight words to a students’ lexicon through repetition. This action research study compares adding the Edmark curriculum or more time with phonics strategies to instruction of students with cognitive disabilities. The Scholastic Reading Inventory and the Brigance Diagnostic Comprehensive Inventory of Basic Skills, will be used before and after the treatments, to observe if there is a difference in reading gains. This comparison will hopefully be useful in forming effective and motivating reading instruction for this population.

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