Effects of programed instruction on reading skill among primary school students with learning disorder.

  • hattakorn samretdee ภาควิชาจิตเวชศาสตร์ คณะแพทยศาสตร์ ม.ขอนแก่น

Abstract

Abstract

Object: To compare reading and depression scores before and after completing session 4 and 8 of programed instruction training among primary school students.

Method: This research is a quasi-experiment. There were 23 volunteers who aged 7 years to 11 years were diagnosed with learning disorder by psychiatrists. All children were trained to read by using programed instruction. Each person was trained every 2 weeks with 8 sessions and for 30-40 minutes per session. Score of reading skill and depression were assessed by Wide Range Achievement Test – Thai version and Children's Depression Inventory, respectively. Assessments were performed before and after completing session 4 and 8. A repeated measure ANOVA was used to analyse.

Results: Mean score of accuracy in reading between before, after completing session 4 and 8 of training were statistically significant difference (p-value <0.001), including reading fluency (p-value <0.001) and depression (p-value = 0.049).

Conclusion: The program instruction helps children with learning disorder to greatly improve accuracy in reading but slightly for reading fluency and depression.

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References

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Published
2021-01-09
How to Cite
samretdee, hattakorn. (2021). Effects of programed instruction on reading skill among primary school students with learning disorder. ournal of the sychiatric ssociation of hailand, 65(4), 331-342. etrieved from https://he01.tci-thaijo.org/index.php/JPAT/article/view/243376