Volume : VI, Issue : IV, April - 2017

EFFECT OF COGNITIVE INTERVENTION ON READING ABILITY OF READING DISABLED CHILDREN

Sivvala Radhika

Abstract :

 Dyslexia is a word–level reading disorder associated with problems with phonological processing. It is the most common form of learning disability. The aim of present study is to investigate the impact of cognitive intervention on reading skills of reading disabled children. Sample of 80 children with reading disability were selected, 40 were treated as experimental and 40 control group. The study finds that cognitive strategies like decoding Scaffolding, Reinforcement, Repeated practice and Incremental rehearsal helped in improving reading skills of dyslexic children

 

Academic success is important because it is strongly linked to the positive outcomes. Working people will need higher levels of education to tackle the technologically demanding occupations of the future. Academically successful adolescents have higher self–esteem, have lower levels of depression and anxiety, are socially inclined, and are less likely to abuse alcohol and engage in substance abuse. Positive self–esteem and self–confidence are critical factors in commitment to academic success. Children who master basic reading, writing and mathematics skills are less likely to fail in school and more likely to develop the thinking skills they need to graduate from high school and post–secondary school. Some reasons for poor performance are specific to the students and not related to external factors. For example, a learning disability is student–centered and may create an obstacle to reaching certain academic standards. Cognitive strategies are useful tools in assisting students with learning problems. The term "cognitive strategies" in its simplest form is the use of the mind (cognition) to solve a problem or complete a task. Cognitive strategies may also be referred to as procedural facilitators (Bereiter & Scardamalia, 1987), procedural prompts (Rosenshine, 1997) or scaffolds (Palincsar & Brown, 1984). A related term is metacognition, the self–reflection or "thinking about thinking" necessary for students to learn effectively (Baker, Gersten, & Scanlon, 2002).

Cognitive strategies provide a structure for learning when a task cannot be completed through a series of steps. A cognitive strategy serves to support the learner as he or she develops internal procedures that enable him/her to perform tasks that are complex (Rosenshine, 1997). Reading comprehension is an area where cognitive strategies are important. A self–questioning strategy can help students understand what they read.

AIM OF THE STUDY: To study the effect of intervention in improving reading skills that help in cognitive development of grade 3 children with reading disability.

METHODOLOGY:

Locale and Sample: The present study was conducted in four government schools of Hyderabad. A sample of 80 students with reading disability were identified and purposively selected for the study. Out of 80 students 40 students were treated as experimental group and  given intervention , whereas remaining 40 reading disabled students we treated as control group without exposing to any kind of intervention.

Tool: Grade Level Assessment Device developed by Narayan.J (1997) to find out the level of academic performance upto Class IV level.  This was developed based on standard curricular content of State and Central Syllabus which assess academic achievement.

Intervention: Intervention programme was planned for the period of 10 months for the Reading Disabled students. Intervention was conducted in 3 phases as cognitive strategies utilized are different in each phase of instruction. Phase 1 consisted of 20 sessions where phonemic awareness enhancement, words and sentence reading through cognitive strategies. Phase II  from 21–40 sessions included enhancing sentence and paragraph reading skills through cognitive strategies and  phase  III i.e 41– 60 sessions comprised  enhancing comprehension of paragraphs through cognitive strategies.

Keywords :

Article: Download PDF   DOI : 10.36106/ijsr  

Cite This Article:

Sivvala Radhika, EFFECT OF COGNITIVE INTERVENTION ON READING ABILITY OF READING DISABLED CHILDREN, INTERNATIONAL JOURNAL OF SCIENTIFIC RESEARCH : VOLUME-6 | ISSUE-4 | APRIL‾2017

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