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Identifier 000425484
Title Εφαρμογή παρεμβατικής διδασκαλίας για τη βελτίωση δεξιοτήτων αναγνωστικής κατανόησης σε μαθητές δημοτικού : αρχικά ευρήματα
Alternative Title Application of an intervention for the improvement of comprehension skills in elementary students : initial findings
Author Τάνου, Κατερίνα
Thesis advisor Μουζάκη Αγγελική
Reviewer Μανωλίτσης Γεώργιος
Κουρκούτας Ηλίας
Abstract Reading comprehension is unquestionably the upper and probably the most crucial goal of reading. Reading has been the basic/ major subject of research and it is a demanding process the results of which are apparent during a person’s whole life. The present research aims to examine the results of an instructional intervention on reading comprehension. The sample of the research consists of 12 pupils having reading difficulties while attending 3rd and 4th grade of primary school. The experimental design which was used is Single Subject Design. According to this design, the performance of each participant is measured separately and is compared to themselves. The intervention has three phases and each phase lasts for two weeks. There was a pause between the end of one phase and the beginning of the next. During the research there were many intermediate measurements, as long as initial and final assessment. The structure of the intervention is based on Perffeti’s theoretical model of reading «Lexical Hypothesis Quality». According to this model, a comprehensive intervention plan was created, the activities of which, relate to phonological awareness, fluency, morphological awareness as well as comprehension. According to the results of the final assessment, all participants improved in reading comprehension. In further analysis the majority of the pupils scored higher in the final assessment in reading comprehension, while some participants presented an exceptional upturn. Furthermore, all participants seemed to improve on specific skills (fluency, morphological awareness, phonemic awareness). The progression of this research points out that it is highly important to apply comprehensive interventions in school΄s program, in order to reduce reading difficulties.
Language Greek
Subject Comprehension
Learning difficulties
Morphological awareness
Phonological awareness
Μαθησιακές δυσκολίες
Φωνητική επίγνωση
Issue date 2019-06-12
Collection   School/Department--School of Education--Department of Primary education--Post-graduate theses
  Type of Work--Post-graduate theses
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