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| Autor/inn/en | Atmaca, Furkan; Yildiz-Demirtas, Vesile |
|---|---|
| Titel | Does Cognitive Training Affect Reading and Writing Skills of Students with Specific Learning Disabilities? |
| Quelle | In: Learning Disability Quarterly, 46 (2023) 2, S.106-119 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0731-9487 |
| DOI | 10.1177/07319487221085994 |
| Schlagwörter | Cognitive Development; Training; Reading Skills; Writing Skills; Students with Disabilities; Foreign Countries; Outcomes of Treatment; Reading Rate; Reading Comprehension; Verbal Communication; Error Patterns; Elementary School Students; Turkey |
| Abstract | The present study investigated the effects of the cognitive enhancement training (COGENT) program on the reading skills (reading speed, reading errors, and reading comprehension) and writing skills (dictation and text copying) of students with specific learning disabilities (SLD). The study was conducted with an experimental design. The study group consisted of 16 Turkish students. The treatment-group students (n = 8) were administered COGENT for 6 weeks and 12 sessions. After the training, semi-structured interviews were made with the treatment-group students and their teachers for social validity. The results suggest that the COGENT improved the reading speed, reading comprehension, and dictation skills and reduced reading errors of the treatment-group students. However, there was no significant difference in text copying. Findings obtained from the interviews showed that the students liked the program and wanted it to continue. The teachers stated that they observed improvements in their students' literacy skills and some social skills. (As Provided). |
| Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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