Please use this identifier to cite or link to this item: https://www.um.edu.mt/library/oar/handle/123456789/71519
Title: Paired reading and phonological awareness training : a case study of a paired reading project
Authors: Grech, Karen (2005)
Keywords: Education, Primary -- Malta
Learning disabilities -- Malta
Dyslexia -- Malta
Child development -- Malta
Issue Date: 2005
Citation: Grech, K. (2005). Paired reading and phonological awareness training : a case study of a paired reading project (Master's dissertation).
Abstract: Learning to read and write in the 21st century is not only a need, but is a must for a person to be able to cope in our society. Various remedial programmes have been devised for children with specific learning difficulties (dyslexia). This study was designed to implement and evaluate an intervention programme using paired reading and phonological awareness training delivered to the children through their parents. The participants in the study were the parents of 20 students referred to the Specific Learning Difficulties (SpLD) Service of the Education Division in Malta in 2001. All the students ~ad a reading age at least 12 months below their chronological age, their English reading £lge being between 6 years 5 months and 8 years. The training was carried out through the parents over a period of 18 weeks. These parents attended 12 sessions, once a week over the first and third six weeks. The course focussed on intervention at word level and also on text comprehension. Sessions included work on phonological awareness training, punctuation, discussing words of praise to improve the child's self-esteem, evaluation of the books read and comprehension activities. Participants were expected to perform paired reading and phonological awareness training every day with their children over the whole period. A range of pre- and post-tests were administered to all twenty children together with a 'Motivation to Read' questionnaire (Gambrell et al, 1996). Questionnaires were also carried out with the parents at the beginning and at the end of the course. The results obtained evidenced a significant impact on most of the students' reading accuracy, read\ng comprehension and reading rate, as well as in the students' motivation towards reading. The study recommends that this type of intervention be made available to all children with specific learning difficulties, while suggesting that further research be carried out regarding individual students' and family's different responses to such programmes.
Description: M.ED.
URI: https://www.um.edu.mt/library/oar/handle/123456789/71519
Appears in Collections:Dissertations - FacEdu - 1953-2007

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