Analyzing the Use of the Barton Reading System

Date of Award

Winter 12-18-2020

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Special Education

Department

Graduate Studies

Committee Chair

Keri DeSutter

Keywords

phonemic awareness, phonological awareness, decoding, Orton-Gillingham, structured literacy

Abstract

According to the National Reading Panel (2000) there are five pillars of reading. Early readers begin their journey by mastering the pillars of phonemic awareness and phonics skills. Correlational studies reviewed by the National Reading Panel identified phonemic awareness and letter knowledge as the two best predictors of how well children will learn to read during their first two years of school (National Reading Panel, 2000). The Panel emphasized that phonemic and phonics instruction was most effective when implemented in a structured, systematic, and explicit manner. One reading approach that follows these guidelines is the Orton-Gillingham teaching method. The Orton-Gillingham approach is a form of structured literacy with emphasis on being systematic, sequential, multi-sensory, synthetic, and phonics based. One of their programs is the Barton Reading Program. Although the Barton Program has multiple evidence based components, there is little research supporting the program itself. The purpose of this capstone project is to analyze the Barton Reading System components and implementation procedures. The Barton Reading System was implemented as part of the school curriculum for students receiving special education services. The capstone project focuses on the alignment of the Barton Reading System to best practices in reading instruction and an analysis of effectiveness based on one teacher’s experience. This capstone was not structured in a scientific research design, so the findings are not meant to be interpreted in this manner.

Abstract only: No full text available.

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