Date of Award
Master of Science in Education (MSEd)
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.
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