Εκπαιδευτική παρέμβαση σε παιδιά με αναγνωστικές δυσκολίες δευτέρας Δημοτικού (Master thesis)
Reading is the foundation stone of thought and knowledge, it requires the contribution of superior intellectual processes and develops the individual's communication with the world around him. We define reading as the result of two skills decoding and comprehension, but at the same time it encompasses phonological awareness, fluency, prosody, vocabulary and comprehension strategies of a text. The present paper was designed to investigate how the reading ability of pupils in the second grade of primary school progresses after the intervention of a teaching program and what their differentiation from students who do not follow an intervention program. Specifically, four pupils with learning difficulties and four pupils without learning difficulties were evaluated at the beginning of an intervention program and reassessed at the end of the intervention program. Meanwhile, students with learning difficulties received targeted instruction and a program that tried to improve their vocabulary, phonological awareness, fluency and comprehension. The results showed that students with learning difficulties who are given a personalized training program can improve their performance and follow a steady pace if not to reach the same level as students without learning difficulties.
|Institution and School/Department of submitter:||Πανεπιστήμιο Ιωαννίνων. Σχολή Επιστημών Αγωγής. Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης|
|Subject classification:||Αναγνωστική ανικανότητα|
|Keywords:||Ανάγνωση,Αναγνωστικές δυσκολίες,Παιδιά με αναγνωστικές δυσκολίες,Εκπαιδευτική παρέμβαση,Αποκωδικοποίηση,Ευχέρεια,Κατανόηση,Reading,Children with reading difficulties,Εducational intervention,Decoding,Fluency,Comprehension|
|Appears in Collections:||Διατριβές Μεταπτυχιακής Έρευνας (Masters)|
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|Μ.Ε. ΠΕΤΡΟΠΟΥΛΟΥ ΟΛΓΑ 2017.pdf||1.28 MB||Adobe PDF||View/Open Request a copy|
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