Date of Award
2003
Degree Name
School Psychology
College
Graduate School of Education and Professional Development
Type of Degree
Ed.S.
Document Type
Thesis
First Advisor
Fred Jay Krieg
Second Advisor
Joyce Meikamp
Third Advisor
Victor Lombardo
Abstract
The LINCS learning strategy, published by Edwin S. Ellis (1992), University of Kansas Institute for Research of Learning Disabilities, is a starter strategy used as a memory devise for vocabulary. The goals' of the strategy were to increase independent learning, memorize key vocabulary, provide a sense of control over learning and to promote motivation about learning new strategies. It is also clearly defined in the instruction manual that for students to effectively utilize this strategy they must perform with a fourth grade reading level or above (Ellis, 1992). It was hypothesized that by making modifications to compensate for the students' low spelling and writing abilities through drawings and visualizations the strategy was equally effective for students with reading levels lower than fourth grade. Using a pre test, post test single group design and pretest to posttest percentage comparison for each student and as a group, the effectiveness of a modified LINCS learning strategy was determined after approximately 6 - 7 weeks of instruction.
Subject(s)
Learning disabled children - Education (Elementary).
Recommended Citation
Haines, Shelby Brooke, "Effect of a Modified LINCS Learning Strategy on the Achievement of 4th Grade Students with Learning Disabilities" (2003). Theses, Dissertations and Capstones. 617.
https://mds.marshall.edu/etd/617
