Intervention programm: The Contribution of Morphological Awareness and Vocabulary to Changing Spelling Performance of Grade 3 Children with Special Learning Disabilities

Postgraduate Thesis uoadl:2882759 381 Read counter

Unit:
Κατεύθυνση Εκπαίδευση
Library of the School of Philosophy
Deposit date:
2019-10-17
Year:
2019
Author:
Kokkali Vasiliki
Supervisors info:
Φαίη Αντωνίου, Επίκουρη Καθηγήτρια, ΦΠΨ
Ασημίνα Ράλλη, Αναπληρώτρια Καθηγήτρια, Τομέας Ψυχολογίας
Φωτεινή Πολυχρόνη, Αναπληρώτρια Καθηγήτρια, Τομέας Ψυχολογίας
Original Title:
Διδακτικό πρόγραμμα παρέμβασης: Η συμβολή της μορφολογικής επίγνωσης και του λεξιλογίου στην αλλαγή της επίδοσης της ορθογραφίας παιδιών Γ' δημοτικού με Ειδικές Μαθησιακές Δυσκολίες
Languages:
Greek
Translated title:
Intervention programm: The Contribution of Morphological Awareness and Vocabulary to Changing Spelling Performance of Grade 3 Children with Special Learning Disabilities
Summary:
The purpose of the present study was to highlight the contribution of a teaching program to the enhancement of the spelling skills of third grade pupils with learning difficulties. In particular, the aim of the research was to implement and evaluate the curriculum based on strategies to enhance morphological awareness and vocabulary in improving spelling. The experimental project «Evaluation before-Intervention- Evaluation after» was implemented to evaluate the effectiveness of the program. Participants were 72 third grade pupils attending special education at the Schools' Integration Departments. All children were evaluated with weighted tools both to detect Learning Difficulties and to perform before and after intervention. Of the sample of 72 children, 39 were the experimental group, which followed the intervention, and the 33 control group, which followed traditional teaching. The teaching program concerned spelling skills and was implemented by special pedagogues. The intervention lasted for four weeks and its design was based on Direct and Explicit Teaching with declining learning support, as well as a modification of the Program of the Morphological Processing Spelling Approach (MPSA). Children, through Direct and Explicit Teaching, were taught, apart from spelling skills, vocabulary skills and morphological awareness. According to the results of the study, the children of the experimental group had higher performances than the control group, with a statistically significant difference in grammatical spelling. Furthermore, analyzes were carried out, which showed that morphological awareness and vocabulary were not predictive indicators in improving the spelling of the experimental group. The findings of this study are important and, as there are no similar research in the Greek literature, they are thought to contribute significantly to the creation of such interventions.
Main subject category:
Education - Sport science
Keywords:
intervention, spelling, learning difficulties, vocabulary, morphological awareness
Index:
No
Number of index pages:
0
Contains images:
Yes
Number of references:
165
Number of pages:
92
File:
File access is restricted only to the intranet of UoA.

ΔΙΠΛΩΜΑΤΙΚΗ ΕΡΓΑΣΙΑ.pdf
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