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Enhancing intermediate dyslexic leaners' literacy skills:A free state community project/ created by Staden, Van A, A Tolmie and M G Badenhorst

By: Contributor(s): Material type: TextTextSeries: Africa education review ; Volume 6 , number 2,Pretoria; Routledge Francis and Taylor, 2009Content type:
  • text
Media type:
  • unmediated
Carrier type:
  • volume
ISSN:
  • 18146627
Subject(s): Online resources: Summary: 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.
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Item type Current library Call number Vol info Copy number Status Notes Date due Barcode
Journal Article Journal Article Main Library - Special Collections L81.A33AFR (Browse shelf(Opens below)) vol 6,no 2,pages 295 SP9101 Not for loan For in-house use only

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.

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