Unit:
Κατεύθυνση Ειδική ΑγωγήLibrary of the School of Philosophy
Author:
Christodoulou Kyriaki
Supervisors info:
Φαίη Αντωνίου, Επίκουρη Καθηγήτρια, Φ.Π.Ψ., Ε.Κ.Π.Α.
Φωτεινή Πολυχρόνη, Αναπληρώτρια Καθηγήτρια, Τμήμα Ψυχολογίας, Ε.Κ.Π.Α.
Ασημίνα Ράλλη, Αναπληρώτρια Καθηγήτρια, Τμήμα Ψυχολογίας, Ε.Κ.Π.Α.
Original Title:
Διδακτικό Πρόγραμμα Ενίσχυσης της Μορφολογικής Επίγνωσης Μαθητών Τμημάτων Ένταξης της Β΄ Δημοτικού με Υψηλό Κίνδυνο Εμφάνισης Μαθησιακών Δυσκολιών
Translated title:
An Intervention Program on Morphological Awareness of Second Graders at Risk for Learning Disabilities Attending Resource Rooms
Summary:
The aim of this study was to investigate the efficacy of an intervention program on the morphological awareness skills of students at risk for learning disabilities. The sample included 54 second graders, who attended the resource rooms of their schools. The experimental group of 29 students received the treatment, while 24 students were included in the control group, which formed the no-treatment group. All participants selected based on the IQ-discrepancy criterion, meaning they had normal average ΙQ and reading scores 1,5 standard deviation below the average range. The intervention program was based on direct and explicit teaching, lasted 20 hours and was implemented by the special educators of the resource rooms. According to the results of the study, the children of the experimental group had statistically significantly higher scores in morphological awareness as a total, as well as in each individual type, than the control group. The results suggest that explicit morphological awareness instruction may produce gains of practical importance to young elementary students at risk for future learning disabilities.
Main subject category:
Education - Sport science
Keywords:
morphological awareness, intervention, at risk, learning disabilities
Number of references:
119
