Brainfeed Intervention Programme: An Alternative Approach for Supporting People Living with Dyslexia

Autor/in	Adubasim, Ijeoma
Titel	Brainfeed Intervention Programme: An Alternative Approach for Supporting People Living with Dyslexia
Quelle	5 (2018) 2, S.124-143 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2636-4794
Schlagwörter	Intervention; Program Effectiveness; Nontraditional Education; Dyslexia; Secondary School Students; Public Schools; Foreign Countries; Short Term Memory; Student Improvement; Hypothesis Testing; Experimental Groups; Pretests Posttests; Cognitive Processes; Recall (Psychology); Reaction Time; Quasiexperimental Design; Scores; Piagetian Theory; Cognitive Tests; Statistical Analysis; Nigeria + Suchen Sie Ihr Suchwort? Non-traditional education; Alternative Erziehung; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Sekundarschüler; Public school; Öffentliche Schule; Ausland; Kurzzeitgedächtnis; Hypothesenprüfung; Hypothesentest; Cognitive process; Kognitiver Prozess; Abberufung; Reaktionsvermögen; Kognitiver Fähigkeitstest; Statistische Analyse
Abstract	This study investigated the effectiveness of Brainfeed intervention programme as an alternative approach for supporting people living with dyslexia. The study adopted a quasi-experimental research design. The population of this study is made up of twenty four thousand seven hundred and twenty seven (24,727) senior secondary school students (S.S.2) in all the public secondary schools in Port Harcourt Local Government Area (Phalga and Obio/Akpo Local Government Areas of) Rivers State used for the study. The study adopted a purposive sampling method. Three public schools were selected from the secondary schools in Phalga and Obio/Akpo LGA of Rivers State. The result proved that Brainfeed intervention programme contributes significantly to the improvement of students' working memory for those with dyslexia. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01