An intervention programm for the enhancement of vocabulary and narrative speech and the relationship both of them with reading comprehnesion for children at risk of learning difficulties

Postgraduate Thesis uoadl:2865044 334 Read counter

Unit:
Κατεύθυνση Ειδική Αγωγή
Library of the School of Philosophy
Deposit date:
2019-03-06
Year:
2019
Author:
Dorlis Panagiotis
Supervisors info:
Αντωνίου Φαίη, Επίκουρη Καθηγήτρια, Φιλοσοφία, Παιδαγωγική & Ψυχολογία, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Ράλλη Ασημήνα- Αναπληρώτρια Καθηγήτρια
Πολυχρόνη Φωτεινή- Αναπληρώτρια Καθηγήτρια
Original Title:
Ένα παρεμβατικό πρόγραμμα για την ενίσχυση του λεξιλογίου και του αφηγηματικού λόγου και τη σχέση τους με την αναγνωστική κατανόηση μαθητών Β΄ Δημοτικού με υψηλή επικινδυνότητα εμφάνισης Μαθησιακών Δυσκολιών
Languages:
English
Greek
Translated title:
An intervention programm for the enhancement of vocabulary and narrative speech and the relationship both of them with reading comprehnesion for children at risk of learning difficulties
Summary:
The aim of the present study was to enhance vocabulary knowledge and narrative skills and to examine the relationship of both variables with the reading comprehension of second graders who were at risk of learning disabilities. Participants in the research were 49 primary school pupils attending integration courses in Attica. Of these students, 24 were the experimental group and 25 were the control group. All children were evaluated with two standardised tests, the Raven's Colored Progressive Matrices (Sideridis et al., 2015) and the Reading Test (Padeliadou et al., in press), which contributed to identifying those children who were at risk of Learning Disorders. Additionally, pre and post the intervention, the children were assessed with the Psychometric Instrument Logometro (Mouzaki et al., 2017). The intervention program was applied to groups of 2 to 4 students for 20 hours by the special educators of the integration classrooms (4 hours per week). The children, through Direct Instruction, were taught, apart from vocabulary and narrative skills, spelling skills, phonological awareness skills and morphological awareness skills, the examination of which was not the target of this research. Reading comprehension was not taught, but it was measured pre and post the intervention. According to the results of the study, the children of the experimental group had statistically significantly higher scores than the control group in vocabulary knowledge in total, and in particular in the expressive vocabulary, while in the receptive vocabulary the differences between the two groups were not statistically significant. A statistically significant improvement of the experimental group was also observed in the narrative skills in total but also in the organization and the cohesion of the stories of students, while statistically significant differences did not occur in the context and the vocabulary of the narrative stories. Furthermore, it was also observed that the initial performance of students in Vocabulary, both expressive and receptive, was a statistically significant predictive factor for student performance in reading comprehension after the intervention program, as opposed to the initial performance of students in the narrative reason that did not was a strong predictor. The findings of this study are encouraging and, as there are no similar research in the Greek literature, they are thought to contribute significantly to the construction of such early interventions.
Main subject category:
Education - Sport science
Keywords:
Expressive Vocabulary, Receptive Vocabulary, Narrative Skills, Reading Comprehension, Direct Instruction, Early Intervention, Learning Disabilities
Index:
No
Number of index pages:
0
Contains images:
Yes
Number of references:
182
Number of pages:
110
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