A Classroom Instruction Program for Primary School Children with Learning Difficulties: Summary.

Autor/in	Mohite, Prerana
Titel	A Classroom Instruction Program for Primary School Children with Learning Difficulties: Summary.
Quelle	(1983), (10 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Developing Nations; Elementary School Students; Foreign Countries; Grade 2; Grade 3; Indians; Learning Disabilities; Low Income Groups; Primary Education; Reading Difficulties; Reading Improvement; Reading Instruction; Remedial Programs; Screening Tests; Writing Difficulties; Writing Instruction + Suchen Sie Ihr Suchwort? Developing country; Developing countries; Entwicklungsland; Ausland; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Inder; Learning handicap; Lernbehinderung; Primarbereich; Reading difficulty; Leseschwierigkeit; Leseunterricht; Förderprogramm; Screening-Verfahren; Schreibstörung; Schreibunterricht
Abstract	The aims of the study summarized in this document were to develop a viable classroom instruction program of reading and writing for elementary school children of standards (grades) 1 and 2 who faced difficulties in learning to read and write. Specific steps included: (1) developing a quick and easily administered screening device to identify children with learning difficulties; (2) identifying children in standards 2 and 3 of an Indian school with environmentally determined learning difficulties and those with true learning disabilities; (3) developing a graded classroom program for both groups of children; (4) implementing a 3 month program for children with learning difficulties; and (5) evaluating this program in terms of gains in children's performance and the feasibility of implementation. The screening device which was developed (Teachers Rating Scale) identified all 88 children in both standards as having learning difficulties. It permitted the division of these children into two groups according to the relative degree of their problems. The one child identified as learning disabled was tested further and an individual program was designed to make up for his deficiencies. Comparison of pre- and post-testing results indicated that the experimental group that received the remedial instruction improved significantly in reading. Among other recommedations, it is suggested that the reading program and Gujarati screening and testing tools be modified and standardized for wider usage. (CB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC