图片概念活动对提高尼日利亚阅读障碍学生的认知能力和阅读成绩的效果

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH

Journal of Education Pub Date : 2023-12-19 DOI:10.1177/00220574231222937

Uju I. Nnubia, Franca O. Okechukwu, P. Mefoh, Chidiogo L. Umennuihe, Ezinne J. Nwauzoije, K. Ogba, E. Ogbonnaya, C. Aliche, Chibundo A. Nwobi, Clara C. Onyekachi, Dorathy N. Okoli, Chioma J. Nnorodi, Esther C. Epistle, Stephen M. Abang, Chidera V. Obi

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引用次数: 0

摘要

本研究确定了一项非数字图像概念计划对患有阅读障碍的小学生认知缺陷的治疗效果。本研究以尼日利亚埃邦伊州的 38 名小学二年级学生（7-9 岁）为样本，开展了为期八周的图片概念活动和传统的重复段落练习方法，并对结果进行了比较。研究采用了标准的认知和阅读测量方法，并通过描述性和推论性统计对数据进行了分析。结果显示，实验组学员在整体阅读和认知能力方面的表现高于对照组。认知能力的提高与阅读任务的改进有关。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Effectiveness of Picture Concept Activity on Improving the Cognitive Proficiency Skill and Reading Performance of Nigerian Pupils with Dyslexia

This study determines the effectiveness of a non-digital picture concept programme to treat cognitive deficits in pupils with dyslexia. Using a sample of 38 primary two pupils (aged 7-9 years) in Ebonyi State, Nigeria, a Picture Concept Activity and the traditional method of repetitive passage drill were administered for eight weeks and results were compared. Standard cognitive and reading measures were used and data were analysed with descriptive and inferential statistics. Results show that the experimental participants performed higher than the control group on the overall reading and cognitive proficiency performances. Improved cognitive proficiency was associated with improved reading tasks.

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来源期刊

Journal of Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.20

自引率

7.70%

发文量

审稿时长

35 weeks