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Remediating comprehension deficits in hyperlexia: The scaffolding interrogative method
Citation
Ng, P. M. H. (2014). Remediating comprehension deficits in hyperlexia: The scaffolding interrogative method. Asian Journal of Management Sciences & Education, 3(4), 154-164.
Author
Ng, Patricia Mui Hoon
Abstract
Children with severe reading comprehension deficits with no word recognition issues have traits associated with hyperlexia, which is advanced word recognition ability in children with language disorders. Scaffolding supports have been recommended for affected children they have difficulties in the formation and organization of schemata for processing information. The Scaffolding Interrogative Method (SIM) is a remediation strategy developed based on this recommendation. Post intervention results following six months of remediation indicated significant improvement in reading comprehension with a very large effect size for a sample of thirty-three subjects. Recommendations and limitations of the study are discussed for further research.
Date Issued
2014
Publisher
Leena and Luna International, Japan
Journal
Asian Journal of Management Sciences & Education