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The effectiveness of the Scaffolding Interrogative Method (SIM) for teaching children with reading comprehension deficits
Author
Ng, Patricia Mui Hoon
Supervisor
Chia, Noel
Abstract
This is a study on the effectiveness of the Scaffolding Interrogative Method (SIM) for severe reading comprehension problems in children without any word recognition issues. Such a trait is also known as hyperlexia, which is an advanced word recognition ability in children with language disorders. Underlying the poor comprehension in hyperlexia is the deficiency in the formation and organization of schemata for processing information. The strengths of the SIM in these aspects form the basis for this study, as the SIM scaffolds with “Wh” interrogatives and re-organizes the text with a matrix based on this schemata. Three subjects were studied using an ABAB (A: Baseline; B: Intervention) design for the primary dependent variable and a pre-/post-test design for the secondary measure of the comprehension age. The SIM was found to be effective as the average comprehension scores for all three subjects were higher during the intervention than the baselines. In addition, their comprehension age increased at post-test, while their word recognition age remained unchanged. Hence, the effectiveness of the SIM was also found in the reduction of the pre-test comprehension deficit of more than 2 years (3.0 years - 3.7 years) for all three subjects to less than 2 years (0.8 years - 1.6 years) at post-test with the secondary measure.
Date Issued
2015
Call Number
LB1050.5 Ng
Date Submitted
2015