Unit:
Κατεύθυνση Επαγγελματική Συμβουλευτική και ΠροσανατολισμόςLibrary of the School of Philosophy
Supervisors info:
Αντωνίου Φαίη, Αναπληρώτρια καθηγήτρια, Παιδαγωγικό Τμήμα Δευτεροβάθμιας Εκπαίδευσης, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Αργυροπούλου Αικατερίνη, Επίκουρη καθηγήτρια, Παιδαγωγικό Τμήμα Δευτεροβάθμιας Εκπαίδευσης, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Ασβεστάς Αναστάσιος, Μέλος ΔΕΠ, Παιδαγωγικό Τμήμα Δευτεροβάθμιας Εκπαίδευσης, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Original Title:
Η επίδραση της αλλαγής στην επίδοση της αναγνωστικής κατανόησης και της γραπτής έκφρασης μαθητών με ειδικές μαθησιακές δυσκολίες στην αντίληψη για την ικανότητα στη γλώσσα και στη σχολική αποτελεσματικότητα
Translated title:
The effect of the intervention program to enhance the students reading comprehension and written expression
Summary:
The aim of this research is to investigate the effect of the intervention program to enhance reading comprehension and written expression on the perception of language ability and on the school effectiveness of students with Special Learning Difficulties (SLD) in the last grades of the Greek elementary school. To highlight the effect of the intervention, a comparison was made between two groups (experimental and comparison) in the perception of language ability and school effectiveness at the end of the intervention. The participants of the study were 82 5th and 6th grade students with EMD attending public schools in Attica and attending classes in inclusion classes during the school year 2021-2022. The experimental group included 38 students, while the control group included 44 students. The survey was conducted in 3 phases, i.e. before the start of the intervention, after the end of the reading comprehension intervention and after the end of the intervention. The results of the present study showed an increase in the perception of proficiency in language for the experimental group at the end of the intervention program, while the same was not the case for the control group. In addition, after the end of the reading comprehension intervention, the experimental group showed higher school effectiveness scores while no higher scores in perception of competence in language were observed compared to the control group.
Main subject category:
Education - Sport science
Keywords:
Learning Disabilities, Self-perception, Language, School Effectiveness, Intervention Program
Number of references:
141
