Κατεύθυνση ΕκπαίδευσηLibrary of the School of Philosophy
Αντωνίου Φαίη, Επίκουρη Καθηγήτρια, Τμήμα Φιλοσοφίας, Παιδαγωγικής και Ψυχολογίας, Φιλοσοφική Σχολή
ΕΠΙΚΟΥΡΗ ΚΑΘΗΓΗΤΡΙΑ ΡΑΛΛΗ ΑΣΗΜΙΝΑ
ΕΠΙΚΟΥΡΗ ΚΑΘΗΓΗΤΡΙΑ ΠΟΛΥΧΡΟΝΗ ΦΩΤΕΙΝΗ
Πρόγραμμα Παρέμβασης για την ενίσχυση της φωνολογικής και μορφολογικής επίγνωσης των παιδιών πρώτης Δημοτικού που βρίσκονται σε υψηλή επικινδυνότητα εκδήλωσης Μαθησιακών Δυσκολιών
Intervention for phonological and morphological awareness in first grade students at risk of Learning Difficulties
The aim of this research was to enhance the phonological and morphological awareness of children who are at risk of Learning Difficulties. Participants were 51 first grade children (27 experimental group and 24 control group) who attended special teaching at remedial class (resource room). All the children were assessed both for the screening of Learning Difficulties and for their performance before and after the intervention. The teaching program concerned oral language and was implemented by the special educationists. The intervention program lasted four weeks and was based on Direct and Explicit Teaching, the Elkonin method, as well as a modification of the Program of the Morphological Processing Spelling Approach (MPSA).
From the covariance analysis (ANCOVA), it was shown that the experimental group’s performance was statistically significantly better than the control group's performance in phonological and morphological awareness as a whole. Further analysis was performed for each of these skills. Finally, the limitations of the research and its possible future applications are discussed.
Main subject category:
Education - Sport science
intervention, oral language, Learning Difficulties, phonological awareness, morphological awareness
Number of references:
Chatzoglou - Thesis.pdf
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