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dc.contributor.authorCowan, Hope
dc.date.accessioned2015-09-16T15:16:00Z
dc.date.available2015-09-16T15:16:00Z
dc.identifier.urihttp://hdl.handle.net/10464/7211
dc.description.abstractThis case study explored strategies and techniques in order to assist individuals with learning disabilities in their academic achievement. Of particular focus was how a literacy-based program, titled The Spring Reading Program, utilizes effective tactics and approaches that result in academic growth. The Spring Reading Program, offered by the Learning Disabilities Association of Niagara Region (LDANR) and partnered with John McNamara from Brock University, supports children with reading disabilities academically. In addition, the program helps children increase their confidence and motivation towards literacy. I began this study by outlining the importance of reading followed by and exploration of what educators and researchers have demonstrated regarding effective literacy instruction for children with learning disabilities. I studied effective strategies and techniques in the Spring Reading Program by conducting a qualitative case study of the program. This case study subsequently presents in depth, 4 specific strategies: Hands-on activities, motivation, engagement, and one-on-one instruction. Each strategy demonstrates its effectiveness through literature and examples from the Spring Reading Program.en_US
dc.subjectStrategiesen_US
dc.subjectLearning Disabiltiesen_US
dc.subjectTechniquesen_US
dc.subjectChildrenen_US
dc.titleStrategies and Techniques for Teaching Children with Learning Disabilities: A Case Study of the Spring Reading Programen_US
refterms.dateFOA2021-07-31T01:55:22Z


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