Enhancing intermediate dyslexic learners' literacy skills: a Free State community project.
This empirical paper argues that intermediate dyslexic learners' literacy skills can be enhanced through a community-based service learning project. Hence, this research is grounded and positioned within Bronfenbrenner's ecological systems theory and the theories of experiential education, as descri...
| Publicado en: | Africa Education Review Vol. 6; no. 2; pp. 295 - 308 |
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| Autores principales: | , , |
| Formato: | Artículo |
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Taylor & Francis Ltd
Oct2009
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=46777417&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 46777417 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 18146627 37EZ jtl: Africa Education Review issn: 18146627 maglogo: N pubinfo: dt: Oct2009 vid: 6 iid: 2 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 46777417 10.1080/18146620903274605 ppf: 295 ppct: 13 formats: tig: atl: Enhancing intermediate dyslexic learners' literacy skills: a Free State community project. aug: au: Van Staden, A. Tolmie, A. Badenhorst, M. G. affil: Department of Psychology of Education, University of the Free State, Bloemfontein su: Education of people with dyslexia Literacy Cognitive development Learning disabilities Free State (South Africa) South Africa sug: subj: Free State (South Africa) South Africa Education of people with dyslexia Literacy Cognitive development Learning disabilities keyword: community-based service learning project intermediate dyslexic learners literacy intervention programme Ron Davis strategies ab: This empirical paper argues that intermediate dyslexic learners' literacy skills can be enhanced through a community-based service learning project. Hence, this research is grounded and positioned within Bronfenbrenner's ecological systems theory and the theories of experiential education, as described by Dewey and Kolb. In collaboration with eight postgraduate students in support teaching, this study developed a literacy intervention programme for intermediate dyslexic learners and implemented this programme for a period of nine months, at a special school for learning-impaired learners in the Free State province of South Africa. The literacy intervention programme was based on Ron Davis' learning strategies, ie a multi-sensory programme focusing on visual, kinaesthetic and cognitive development strategies by using dyslexic learners' creativity. It was hypothesised that the reading and spelling performance of intermediate dyslexic learners in the experimental group (N=18) would be significantly better than that of intermediate dyslexic learners in the control group (N=18) who were not exposed to the literacy intervention programme. Positive outcome goals of this community-based service learning project included the development of positive attitudes towards community engagement, students realising their social responsibility, the gaining of insights into and understanding of social and educational issues, and finally the opportunity to develop lifelong learning and problem-solving skills. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2009 holdings: @attributes: islocal: N |
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