The correlation between Teaching Styles and Spelling Ability and Goal Orientation of students with Specific Learning Difficulties

Postgraduate Thesis uoadl:2898881 175 Read counter

Unit:
Κατεύθυνση Εκπαίδευση
Library of the School of Philosophy
Deposit date:
2020-03-07
Year:
2020
Author:
Anastasiou Paraskevi
Supervisors info:
Φαίη Αντωνίου, Επίκουρη Καθηγήτρια, ΦΠΨ, ΕΚΠΑ
Πολυχρόνη Φωτεινή, Αναπληρώτρια Καθηγήτρια, ΦΠΨ, ΕΚΠΑ
Ράλλη Ασημίνα, Αναπληρώτρια Καθηγήτρια, ΦΠΨ, ΕΚΠΑ
Original Title:
Η επίδραση του Διδακτικού Στυλ στην αλλαγή στην επίδοση στην Ορθογραφία και στον Προσανατολισμό στο Στόχο των μαθητών με Ειδικές Μαθησιακές Δυσκολίες
Languages:
English
Greek
Translated title:
The correlation between Teaching Styles and Spelling Ability and Goal Orientation of students with Specific Learning Difficulties
Summary:
This study examined the correlation between Teaching Styles and Spelling Ability of students with Specific Learning Difficulties on the one hand, as well as their Goal Orientation on the other hand. In order to do so, students attending the third grade of different schools in Attica participated in an Intervention Program on Spelling, implemented by schools’ Special Education Teachers. More specifically, 39 students voluntarily participated in the instructional program and 33 attended the traditional spelling instruction (total N=72). All students and their teachers were evaluated by standardized tests and inventories prior and after the program’s implementation. The teachers submitted an inventory about their teaching styles and were observed by two independent researchers on the way they taught and assessed their classroom pupils. The tests used for students were as follows: (a) the “Raven's Colored Progressive Matrices”, the “Investigation of Reading Skills and Weaknesses” and the “Investigation of the Psychometric Characteristics of a Spelling Test for Elementary and Secondary School Students”, which contributed to identify those children having Specific Learning Difficulties, (b) the “Spelling Test” and the “Software detecting Learning Skills and Weaknesses” so as to assess students’ spelling ability and (c) the “Inventory for Academic Goal Orientation", in order to check their goal orientation before and after the intervention program. The teachers submitted the “Teaching Styles Inventory”, so that their personal Teaching Style was explored. According to the results of the study, the Assertive Teaching Style has an impact on students’ spelling improvement right after the intervention program and the Suggestive Teaching Style has a positive impact on spelling mistakes in grammar. It was also found that Mastery and Performance Approach Orientation can be predicted by the Assertive Teaching Style, while the Mastery Approach and Avoidance Orientation can be predicted by the Assertive Teaching Style. Moreover, Performance Avoidance Orientation can be predicted by Supportive Teaching Style. Finally, the limitations of the research and future applications are discussed.
Main subject category:
Education - Sport science
Keywords:
Teaching Styles, Specific Learning Difficulties, intervention program, spelling, third grade, goal orientation
Index:
Yes
Number of index pages:
2
Contains images:
Yes
Number of references:
124
Number of pages:
76
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