Effect of Individualized Intervention on Children Diagnosed With Spelling Difficulties

Asian Resonance(P: ISSN No. 0976-8602 RNI No.UPENG/2012/426228 VOL.-III, ISSUE-IV, October-2014 E: ISSN No. 2349 - 9443) 

Abstract


 Janki Jhala 

Research Scholar, Deptt. of Psychology, The M. S. University of Baroda, Vadodara


Priyanka Behrani 

Assistant Professor, Deptt. of Psychology, The M. S. University of Baroda, Vadodara

The research aims to study the effectiveness of the remedial intervention on performance of children having specific learning difficulties. It was hypothesized that the performance of the children on their spelling mistakes would improve after the remedial intervention. Two 3rd grade and one 4th grade student (aged 8-10 years), with average and above average Iq, studying under CBSE pattern of education, and having severe learning difficulties in spellings were selected for the study. One to one sessions of one hour each were given to the participants. 20 such sessions of individual tutorial were taken which were spanned over 4 months on an average. Pre test data was taken using the Schonnel‟s list of spelling test from the Nimhans SLD index. The same words were again used to take the post test data at the end of 20 sessions with each subject. The remediation was given using individualized worksheets and test sheets which were designed according to the remediation given during the 20 sessions. The remediation was directed towards improving the errors in spelling of the children through teaching of phonics and giving various kinds of worksheets on phonics. Data analysis indicated around 44% to 77% improvement in the subjects after 20 hours of remedial intervention.

for full paper please visit below link :

http://www.socialresearchfoundation.com/upoadreserchpapers/1/25/150223092217english%201.pdf


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