Sylvie-Levinstein-PhD-thesis.pdf (1.64 MB)
A case study of a reading intervention programme for 'dyslexic students' in Israel
thesis
posted on 2023-08-30, 13:58 authored by Sylvie LevinsteinThere 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.
History
Institution
Anglia Ruskin UniversityFile version
- Accepted version
Language
- eng
Thesis name
- PhD
Thesis type
- Doctoral
Legacy posted date
2014-03-25Legacy creation date
2019-05-24Legacy Faculty/School/Department
Theses from Anglia Ruskin UniversityUsage metrics
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