Date of Award
1994
Document Type
Thesis
Degree Name
Master of Science in Education (MSEd)
First Advisor
Claudia Grose
Abstract
This study examines word-finding difficulties in the oral language of children and their impact on literacy learning. It presents suggestions for remediation in both domains, but focuses primarily on aiding the dysnomic reader. Specific strategies are discussed which are applicable to the teaching of normal emergent readers and that can be particularly useful to readers experiencing retrieval problems. A brief case study is presented of a child who is affected by dysnomia, along with a description of the author's work with this child. Appendices include games and sample lessons.
Recommended Citation
Lipten, D. (1994). The Language/Literacy Connection: Aiding the Dysnomic Reader. New York : Bank Street College of Education. https://educate.bankstreet.edu/independent-studies/342
Included in
Early Childhood Education Commons, Educational Methods Commons, Language and Literacy Education Commons
Comments
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