Drefs, Dr. MichelleColp, S. Mitchell2012-08-312012-11-132012-08-312012http://hdl.handle.net/11023/174It has been well-documented that combined phonological awareness and word-identification training provide the most effective way of strengthening reading ability in children with Reading Disabilities (RDs). With that said, these findings are based on the assumption that all children with RDs represent a homogenous population and react similarly to specific intervention approaches. Recognizing the heterogeneity within the RD population, preliminary research has surfaced which challenges the combined approach in favor of techniques which address the relative deficit in either phonological or word-discrimination (orthographic) processes. Continuing in this line of research, a study was conducted to examine the effectiveness of an orthographic-based intervention design to improve reading ability for children with orthographic skill deficits. The study took place at a private, not-for-profit, school designed for children with a variety of Learning Disabilities. Through utilizing a single-case multiple-baseline research design, 12 children with RDs in grades 3 through 6 (3 students per grade) were matched on reading ability and intelligence prior to beginning the intervention. The results of this study will be discussed in relation to the importance of assessing and intervening for specific reading difficulties within RD populations.engUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.Education--Early ChildhoodReading Developmentmaster thesis10.11575/PRISM/26022