REMEDIËRENDE INTERVENSIESTRATEGIEË VIRAFRIKAANSSPREKENDE, INTERMEDIÊRE LEERDERS METDISLEKSIE

Author: Tolmie, SJ

Advisor: ,Dr A van Staden - Committee Chair,Dr MG Badenhorst - Committee Co-Chair

Educational level: Masters

Discipline: Psychology of Education

University: University of Free State

Abstract: This study contains a theoretical article and an empirical article to investigate anddiscuss an intervention programme for dyslectic learners with regard to their readingand spelling problems. The following discussion also serves as summary of the findingsand conclusions reached by the researcher in each article.The literature study focuses on the causes of dyslexia by referring to neurological,genetic, teratogenic, and environmental and educational causes. In the discussion of theidentification and assessment of dyslexia, the IQ discrepancy theory is discussed. Thediscussion of the cognitive, academic and behavioural characteristics of dyslecticlearners illuminates the identification of these learners for the sake of using the correctintervention strategies.From the literature study, it is clear that dyslectic learners do not benefit by currentteaching programmes following the phonological method. Neuro-imaging techniqueshave shown that dyslectic learners activate the right hemisphere of the brain (which isnormally not suitable for language use) to execute phonological instructions. Therefore,better results are obtained when dyslectic learners' strong point, namely theirvisualisation ability, is used during language exercises. An overview is given of thevarious kinds of dyslexia, where it has been found in the literature study that a largemajority of dyslectic learners have a strong visualisation ability.Researchers differ about the way in which dyslectic learners should be taught, however,and a variety of intervention programmes found in the literature are discussed. Thisstudy focuses on the Ron Davis program as an intervention programme, because theprogramme focuses on the learning preference of the dyslectic learner. It is a multisensoryprogramme that focuses on visual, kinaesthetic and cognitive strategies. In the empirical article, the development and implementation of a remedial interventionprogramme, which is based on the Ron Davis program, for intermediate Afrikaansspeakingdyslectic learners is investigated and discussed.The research study has been completed at a school for learners with learning disabilitiesin the Motheo district in the Free State. Dyslectic learners in the experimental group (N= 18) were exposed to the remediation intervention programme that is based on the RonDavis program, while dyslectic learners in the control group (N = 18) were receivingtheir normal remedial teaching.Research results in this empirical investigation have demonstrated that the reading andspelling achievements of Afrikaans-speaking intermediate dyslectic learners(experimental group) were significantly better after exposure to the remedialintervention programme that is based on the Ron Davis program than the reading andspelling achievements of the Afrikaans-speaking intermediate dyslectic learners (controlgroup, N =18) that were not exposed to this programme.The conclusion the researcher reached after completing the study is that the wordrecognition and spelling achievements of Afrikaans-speaking intermediate dyslecticlearners can improve significantly by exposing these dyslectic learners to a remedialintervention programme that is based on the Ron Davis program.

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Keywords: , Afrikaans speaking, intermediate phase, reading and spelling deficits, Ron Davis program, phonology, visual imaging, multi sensory, intervention strategies, literacy problems, dyslexic learners



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