Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/16643
Title: Remediating comprehension deficits in hyperlexia: The scaffolding interrogative method
Authors: Ng, Patricia Mui Hoon
Keywords: Scaffolding interrogative method
Reading comprehension
Hyperlexia
Cognitive impairment
Savant children
Issue Date: 2014
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.
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.
URI: http://hdl.handle.net/10497/16643
ISSN: 2186-8441 (print)
2186-845X (online)
Website: http://www.ajmse.leena-luna.co.jp/AJMSEPDFs/Vol.3(4)/AJMSE2014(3.4-13).pdf
Appears in Collections:Journal Articles

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