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Identifier 000447693
Title Η προσέγγιση "Ανταπόκριση στη Διδασκαλία" ως μέσο για την πρόληψη δυσκολιών στην εκμάθηση του γραπτού λόγου : ο ρόλος της πρώιμης παρέμβασης στο νηπιαγωγείο για την ενίσχυση των δεξιοτήτων του αναδυόμενου γραμματισμού / Αικατερίνη Κορακάκη.
Alternative Title The “Response to Intervention” approach as a means of preventing difficulties in learning writing : the role of early intervention in kindergarten to reinforce emergent literacy skills
Author Κορακάκη, Αικατερίνη
Thesis advisor Μανωλίτσης Γιώργος
Reviewer Τάφα Ευθημία
Οικονομίδης Βασίλης
Abstract The purpose of this study is to investigate the role of early intervention "Response to Intervention-RtI", in enhancing the emerging literacy skills of kindergarten children at-risk for learning difficulties. In particular, it aims to investigate the degree of impact of RtI intervention in terms of form (teaching intervention at small group level and at individual level) and its content (teaching intervention "from inside to outside" and "from outside to inside") in the short term (at the end of kindergarten), in the mid term (at the beginning of the first grade of primary school) and in the long term (at the end of the first grade of primary school) in literacy skills, after the control of endogenous and exogenous factors. Participants in the study were 58 kindergarten children aged 5;1 to 6;1 years old. The experimental group consisted of 34 children who performed poorly (below the 25th percentile) in at least four of the seven weighted literacy tests given to them, but with a typical non-verbal intelligence performance. The control group included 24 children, who showed typical but not high performance in the respective literacy tests. The results of the present study showed that the intervention of RtI contributes significantly to the enhancement of emerging literacy skills (phonological awareness, literacy, vocabulary, concepts about print) of kindergarten children, who belong to at-risk group for learning difficulties. In fact, the performance of the experimental group at the end of the kindergarten school not only reached but also exceeded the performance of the control group in the criterion of distinguishing initial phoneme, receptive vocabulary, expressive vocabulary and the concepts about print. However, the improvement in emerging literacy skills at the end of the kindergarten did not differ statistically significantly either in the form or in the content of the teaching intervention received by the experimental groups. Also, the RtI intervention for the enhancement of emerging literacy skills, maintained its degree of impact in the mid term, five months after the completion of the teaching intervention, at the beginning of the first-grade class in emerging literacy skills. In addition, RtI intervention maintained its long-term impact at the end of the first-grade primary school on reading decoding, comprehension, fluency and phonological awareness criteria. Only in terms of the word spelling criterion was it found that the average performance of the children in the control group was statistically significantly higher than the corresponding average performance of the children in the experimental group. Finally, RtI did not have a significantly different effect depending on the form and content of the teaching intervention on emerging literacy skills at the beginning of the first-grade class (criteria of phonological awareness, receptive vocabulary, expressive vocabulary, concepts about print, uppercase letters, lowercase letters, rapid automatic naming) as well as writing skills at the beginning and end of the first grade of primary school. The findings of the present study can be used to identify reliably at-risk children for learning difficulties and to contribute to the design of early teaching intervention programs in kindergarten children belonging to at-risk group for learning difficulties.
Language Greek
Subject Comprehension
Emergent literacy skills
Kindergarten children at risk
Reading decoding
Response to Intervention-RtI
Αναγνωστική αποκωδικοποίηση
Ανταπόκριση στη Διδασκαλία-ΑσΔ
Δεξιότητες αναδυόμενου γραμματισμού
Ορθογραφημένη γραφή
Παιδιά προσχολικής ηλικίας υψηλού κινδύνου
Issue date 2022-03-03
Collection   School/Department--School of Education--Department of Preschool education--Post-graduate theses
  Type of Work--Post-graduate theses
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