Reinforcing the vocabulary of bilingual first graders with high risk for Specific Learning Difficulties and the impact of an intervention program on monolingual and bilingual students

Postgraduate Thesis uoadl:2691925 226 Read counter

Unit:
Κατεύθυνση Εκπαίδευση
Library of the School of Philosophy
Deposit date:
2018-03-11
Year:
2018
Author:
Zenempisi Despoina
Supervisors info:
Φαίη Αντωνίου: Επίκουρη Καθηγήτρια, Τμήμα Παιδαγωγικής , Τμήμα Φιλοσοφίας, Παιδαγωγικής και Ψυχολογίας
Ράλλη Ασημίνα , Επίκουρη Καθηγήτρια, Τμήμα Ψυχολογίας , Τμήμα Φιλοσοφίας, Παιδαγωγικής και Ψυχολογίας
Πολυχρόνη Φωτεινή , Επίκουρη Καθηγήτρια, Τμήμα Ψυχολογίας , Τμήμα Φιλοσοφίας, Παιδαγωγικής και Ψυχολογίας
Original Title:
Η ενίσχυση της λεξιλογικής γνώσης δίγλωσσων μαθητών της Α' δημοτικού με υψηλή επικινδυνότητα για εμφάνιση Ειδικών Μαθησιακών Δυσκολιών και η διαφορά της επίδρασης της παρέμβασης σε μονόγλωσσους και δίγλωσσους μαθητές
Languages:
Greek
Translated title:
Reinforcing the vocabulary of bilingual first graders with high risk for Specific Learning Difficulties and the impact of an intervention program on monolingual and bilingual students
Summary:
The present study aimed to present the impact of the early intervention program “ Lexomon” on bilingual first graders. “Lexomon” is designed so as to thoroughly develop children' s oral skills , since these may be predictive factors for future specific learning difficulties. The program was implemented by the special educators working at the schools that took part at the research.
The goal of the present thesis is to present the difference before and after this intervention program on the following variables: receptive vocabulary and expressive vocabulary as word naming and word definition of bilingual partcipants.
The participants were 52 children in total, 21 of which were bilingual. Nine of the bilingual children were placed in the experimental , while 12 in the control group. The performance of the bilinguals of the experimental group was compared to the performance of 18 monolingual children of the same group.All the students were all attending courses in special education classes in public schools of Athens. Before their taking part at the intervention they were assessed with the Raven's Colored Progressive Matrices , so that it is assured that the participants are of average intelligence , the Reading Skills Screening Test so that the ones with reading difficulties are selected and lastly with Logometro , a tool assessing several aspects of oral language and literacy. The last assessment tool was used for both pre and post tests. The participants were divided in two groups: a control and an experimental group. The experimental group attended the intervention program, while the control group attended the courses as planned by the curriculum. The intervention aimed to improve the narrative skills of children , their phonological and morphological awareness , their vocabulary and pragmatics. The vocabulary istruction included a word definition strategy , through which , the students should define a word by stating the general category , where this belongs and its use.
The sample , as shown after the Kolmogorov-Smirnov normality test , fulfills the requirements of a normal distribution , although it is a small one. The effect of Lexomon on the variables discussed in this thesis , was measured through the parametric t-test and the non-parametric Mann-Whitney test.
After the statistical analysis of the data it was revealed that Lexomon had a positive impact on the receptive , expressive vocabulary and the word definition skill of bilingual children. A marginal effect was observed on the receptive vocabulary , while the effect on the word definition skill was remarkable. Finally the overall effect on the monolingual peers was compared to the one on the bilinguals. The intervention program seemed to have an overall stronger effect on monolingual children regarding the variables of interest in the present study.
Main subject category:
Education - Sport science
Keywords:
bilingualism , early intervention program , receptive vocabulary , expressive vocabulary
Index:
No
Number of index pages:
0
Contains images:
Yes
Number of references:
106
Number of pages:
81

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