Rowan University Rowan Digital Works Theses and Dissertations 9-10-2012 The effectiveness of Total Physical Response Storytelling for language learning with special education students Laura Holleny Follow this and additional works at: https://rdw.rowan.edu/etd Part of the Special Education and Teaching Commons Recommended Citation Holleny, Laura, "The effectiveness of Total Physical Response Storytelling for language learning with special education students" (2012). Theses and Dissertations. 197. https://rdw.rowan.edu/etd/197 This Thesis is brought to you for free and open access by Rowan Digital Works. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of Rowan Digital Works. For more information, please contact
[email protected]. THE EFFECTIVENESS OF TOTAL PHYSICAL RESPONSE STORYTELLING FOR LANGUAGE LEARNING WITH SPECIAL EDUCATION STUDENTS by Laura E. Holleny A Thesis Submitted to the Department of Language, Literacy, and Special Education College of Education In partial fulfillment of the requirement For the degree of Master of Arts in Learning Disabilities at Rowan University April 20, 2012 Thesis Chair: S. Jay Kuder, Ed.D. © 2012 Laura E. Holleny Abstract Laura E. Holleny THE EFFECTIVENESS OF TOTAL PHYSICAL RESPONSE STORYTELLING FOR LANGUAGE LEARNING WITH SPECIAL EDUCATION STUDENTS 2012 Dr. S. Jay Kuder Master of Arts in Learning Disabilities The purpose of this exploratory research was to ascertain the validity of the Total Physical Response Storytelling (TPRS) language learning method in comparison with “traditional” language learning methods. The research focused on high school students (n= 44) in grades 9-12 with mild learning disabilities such as specific learning disorder, other health impairment, communication impairment, and multiple disabilities.