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Title: Low-progress readers experiencing phonological processing deficits : the effects of an intensive literacy intervention programme
Authors: Sultana, Josette (2008)
Keywords: Literacy -- Malta
Phonological awareness
Reading disability
Issue Date: 2008
Citation: Sultana, J. (2008). Low-progress readers experiencing phonological processing deficits : the effects of an intensive literacy intervention programme (Master’s dissertation).
Abstract: This thesis investigates whether children in the Maltese context whatever their categorisation of reading and spelling difficulties following the MULTILIT (Making Up Lost Time In Literacy) Programme (Wheldall & Beaman, 2000) make significant literacy gains. The MUL TILIT Programme embedded in a non-categorical approach, a positive teaching method and a balanced 'interactive' model of effective literacy instruction intends to help low-progress readers to improve their literacy abilities. This study was conducted with a sample of 57 low-progress readers between 8 and 11 years of age using English as their second language of expression. 29 participants were certified by educational psychologists as being 'dyslexic'. The other 28 participants were diagnosed as having general reading problems. At the initial stage of the study the subjects were assessed on their phonological processing, verbal, non-verbal and spatial abilities as well as literacy abilities of English reading accuracy and comprehension, single word recognition and spelling. All the participants underwent the MUL TILIT Programme instruction for a nine week period including phonic word attack skills, sight words and reinforced reading. The whole sample was again post-tested for any significant gains in the same literacy abilities. The findings of this study hold implications for a non-categorical approach and outlines that "all" low-progress readers whatever their reading deficits may improve their literacy abilities when provided with an intensive reading programme. In this study, improvement was evident but less than expected. The reasons for this are various and it is suggested that in the Maltese context participants following this programme should do so for at least a year. This is not a quick fix solution and the results remind one that in education progress is often slow and difficult to register.
Description: M.ED.
Appears in Collections:Dissertations - FacEdu - 2008

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