Interventional study to enhance phonological awareness and vocabulary knowledge of first graders who were at risk of experiencing learning disabilities.

Postgraduate Thesis uoadl:2694302 349 Read counter

Unit:
Κατεύθυνση Εκπαίδευση
Library of the School of Philosophy
Deposit date:
2018-03-11
Year:
2018
Author:
Geromichalou Paraskevi
Supervisors info:
Φαίη Αντωνίου, Επίκουρη Καθηγήτρια της Παιδαγωγικής των Ατόμων με Ειδικές Ανάγκες στο τμήμα ΦΠΨ
Ασημίνα Ράλλη,Επίκουρη καθηγήτρια, Εξελικτική Ψυχολογία, Φ.Π.Ψ.
Πολυχρόνη Φωτεινή,Επίκουρη Καθηγήτρια, Μαθησιακές Δυσκολίες, ΦΠΨ
Original Title:
Μια παρεμβατική μελέτη για την ενίσχυση της Φωνολογικής Επίγνωσης και της Λεξιλογικής Γνώσης μαθητών Α’ δημοτικού που βρίσκονται σε υψηλή επικινδυνότητα εκδήλωσης Μαθησιακών Δυσκολιών
Languages:
Greek
Translated title:
Interventional study to enhance phonological awareness and vocabulary knowledge of first graders who were at risk of experiencing learning disabilities.
Summary:
The aim of the present study was to enhance phonological awareness and vocabulary knowledge of first graders who were at risk of experiencing learning disabilities. Weaknesses in these skills are the strongest predictive factor in pre-school age for developing learning difficulties. In the survey participated 51 primary school students attending resource rooms. Of these students, 27 were the experimental group and 24 were the control group. All students were evaluated before and after the intervention with the standardized test Language Assessment Tool “Logometro” (Mouzaki et al., 2017). Between the two evaluations and within a month, the “Lexomon” intervention program was implemented by the special teachers of the resource rooms. The program was based on Direct Teaching, and teachers were consulted in the handbook in which there were detailed steps to be taken in each teaching. The students' workbook included activities related to Phonological Awareness and Vocabulary Knowledge. The control team accepted traditional teaching. The data were analyzed by co-variance analysis and it was found that the experimental group had statistically higher performance in vocabulary knowledge as a whole, receptive vocabulary, phonological awareness as a whole, phonological awareness at syllabic and phonic level as well as initial vocal level. However, there was no statistically significant improvement in expressive vocabulary. Research results support the need to support students who are at risk of experiencing Learning Difficulties, as it seems that it is possible to improve skills (such as Phonological Awareness, Vocabulary Knowledge) that are predictive indicators of learning difficulties in older age groups.
Main subject category:
Education - Sport science
Keywords:
Phonological Awareness, Vocabulary Knowledge, Early Intervention, Direct Teaching, Elkonin Method, Learning Disabilities
Index:
No
Number of index pages:
0
Contains images:
Yes
Number of references:
181
Number of pages:
108

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