Unit:
Κατεύθυνση Ειδική ΑγωγήLibrary of the School of Philosophy
Author:
Mouroutsos Giorgos
Supervisors info:
Φαίη Αντωνίου, Επίκουρη Καθηγήτρια, Τμήμα Φιλοσοφίας, Παιδαγωγικής και Ψυχολογίας, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Ασημίνα Ράλλη, Αναπληρώτρια Καθηγήτρια, Τμήμα Ψυχολογίας, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Πολυχρόνη Φωτεινή, Αναπληρώτρια Καθηγήτρια, Τμήμα Ψυχολογίας, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Original Title:
Πρόγραμμα ενίσχυσης της φωνολογικής επίγνωσης και της αναγνωστικής αποκωδικοποίησης σε παιδιά με υψηλή επικινδυνότητα εμφάνισης μαθησιακών δυσκολιών
Translated title:
Program of enhancing phonological awareness and reading decoding for children at risk of learning difficulties
Summary:
The aim of this paper was to investigate a program of enhancing phonological awareness and reading decoding of second grade primary school students with learning difficulties. The sample of the research consisted of 49 students. The data collection methods – assessment tests used were the Raven’s Colored Progressive Matrices (Sideridis, Antoniou, Mouzaki & Simos, 2015), the Test of Reading Skills (Pandeliadou, Antoniou, Sideridis, forthcoming), Logometro (Mouzaki, Ralli, Antoniou, Diamanti & Papaioannou, 2017), the Peabody Picture Vocabulary Test - Revised (PPVT-R) (Dunn & Dunn, 1981) and the Greek ADHD Rating Scale IV (Kalantzi- Azizi, Aggeli & Efstathiou, 2012). The data were analyzed based on descriptive and inductive statistics. According to the results of the research, the experimental group showed higher performance in verbal discovery and similarity or difference at the level of phoneme compared to the control group and higher performance in the oral deletion of part of the word at the phoneme level compared to the control group. The most likely reason why differences were found in the two interventions of phonological awareness is that the educational program is more focused on them. Also, the experimental group showed statistically significantly higher reading performance than the control group.
Main subject category:
Education - Sport science
Keywords:
learning difficulties, reading decoding, phonological awareness, intervention program
