A case study of a reading intervention programme for 'dyslexic students' in Israel

Levinstein, Sylvie (2013) A case study of a reading intervention programme for 'dyslexic students' in Israel. Doctoral thesis, Anglia Ruskin University.

[img]
Preview
Text
Available under the following license: Creative Commons Attribution.

Download (1MB) | Preview

Abstract

There is agreement among researchers that phonological awareness deficits are one of the main causes of dyslexia. Some researchers support the view that phonological awareness can be improved by teaching reading through a topdown approach (whole word) or a bottom-up approach (grapheme-phoneme); others claim that the combination of these two complementary approaches is more successful. The goal of this research combined reading intervention programme was to enhance the six 'dyslexic students' phonological awareness and to improve their reading in English in the inclusive English as a foreign language classroom. The research studied the effects the reading intervention programme, which systematically combines the two complementary approaches for the same duration of time in each session, had on the six Israeli research 'dyslexic students'. The present study is an inductive action research applying a case study design using qualitative research tools. Data from in-depth pre- and post-intervention interviews is triangulated with the participants' diaries, the practitioner's journal and the documentation of the pre- and post-intervention participants' assessments. Thematic data analysis indicated an improvement in the participants' phonological awareness, reading in English and functioning in the inclusive EFL classroom as a result of the combined reading intervention programme. The contribution to knowledge points to the fact that while a four-month cognitive intervention programme with 'dyslexic students' in Israel, studying English as a foreign language may improve students' cognitive functioning in English, it is insufficient in enabling students to allay their fears regarding the expectations of Israeli society, and their ability to succeed in life. Propositions suggest conducting a further action research study which examines the implementation of an additional emotional intervention to the cognitive one. The development of the emotional intervention will enable evaluation of the effects of a combined programme on 'dyslexic students' in Israel.

Item Type: Thesis (Doctoral)
Additional Information: Citation: Levinstein, S., 2013. A case study of a reading intervention programme for 'dyslexic students' in Israel. Ph. D. Anglia Ruskin University..
Faculty: Theses from Anglia Ruskin University
Depositing User: Mr I Walker
Date Deposited: 25 Mar 2014 11:31
Last Modified: 28 Jul 2016 14:32
URI: http://arro.anglia.ac.uk/id/eprint/314612

Actions (login required)

Edit Item Edit Item