Graduation Date

12-2017

Document Type

Master's Thesis

Degree Name

Master of Science

Department or Program

Education

Department or Program Chair

Jennifer Lucko, Ph.D.

First Reader

Suresh Appavoo, Ed.D.

Second Reader

Jennifer Lucko, Ph.D.

Abstract

Children who struggle with learning to read in first grade, fall behind, and have difficulty catching up with their peers. Research has shown students who struggle to read in first grade, also struggle to read in later years. The purpose of this study was to determine if an intervention to enhance fine motor skills to a select group of students in one class room increased their reading abilities. This was a mixed methods research study which assessed the quantitative data from the running record assessments, and the qualitative data taken by teacher-aide during assessment process post fine motor intervention. This study was conducted with 5 first grade students at a suburban public elementary school in Northern California. Reading assessment data was analyzed for changes in reader accuracy, error management, and comprehension using a text level gradient from the Fountas & Pinnell Benchmark Assessment System that is based on the Complex Literacy Processing Theory developed by Marie Clay; which is the theoretical rationale for this study. The study found that the intervention to enhance fine motor skills improved the overall accuracy and comprehension of the participants.

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