Date of Award/Publication
MS in Literacy Education
This action research paper focused on the question “how does instruction that includes a multitude of learning styles impact the achievement levels of students with special needs in regard to sight word instruction?” Data was collected through assessment, observation, recordings, and surveys. After analyzing the data, three themes were found: sight word recognition abilities, engagement levels, and disability classification in relation to preferred learning style. The implications of this study suggested that teachers should attempt to incorporate learning styles throughout instruction in order to increase engagement and motivation. The study implied that sight words taught in isolation are not as effective for some students. The study implied that least restrictive placement is not adequate enough for all students to succeed.
Tone, Margaret, "Learning Styles and Their Impact on Sight Word Achievement: A Focus on Students with Disabilities" (2016). Education Masters. Paper 352.
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