Effects of programed instruction on reading skill among primary school students with learning disorder.
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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.
Article Details
Articles submitted for consideration must not have been previously published or accepted for publication in any other journal, and must not be under review by any other journal.
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