Effectiveness of Scaffolding Interrogatives Method: Teaching Reading Comprehension to Young Children with Hyperlexia in Singapore

Autor/inn/en	Chia, Noel Kok Hwee; Kee, Norman Kiak Nam
Titel	Effectiveness of Scaffolding Interrogatives Method: Teaching Reading Comprehension to Young Children with Hyperlexia in Singapore
Quelle	In: Journal of the International Association of Special Education, 14 (2013) 1, S.67-78 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1555-6913
Schlagwörter	Scaffolding (Teaching Technique); Instructional Effectiveness; Reading Comprehension; Reading Instruction; Young Children; Action Research; Foreign Countries; Educational Practices; Learning Processes; Learning Disabilities; Pretests Posttests; Teaching Methods; Phonological Awareness; Decoding (Reading); Word Recognition; Verbal Ability; Males; Elementary School Students; Singapore; Neale Analysis of Reading Ability + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Leseverstehen; Leseunterricht; Frühe Kindheit; Projektforschung; Ausland; Bildungspraxis; Learning process; Lernprozess; Learning handicap; Lernbehinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Dekodierung; Worterkennung; Mündliche Leistung; Male; Männliches Geschlecht; Singapur
Abstract	Children with hyperlexia display spontaneous superior word decoding ability before the age of five but impaired listening and reading comprehension. They have direct phonological processing of any given text with apparent ease and often well beyond their vocabulary usage. Though they can recognise and read words, words appear meaningless. As a result, it has been suggested that the word recognition skills and the general verbal functioning employed in the reading process probably exist separately and apart from each other. It may co-exist with non-verbal learning disorders and autism. In this paper, the authors did an action research study on the effectiveness of using the Scaffolding Interrogatives Method (SIM) to teach reading comprehension to a group of 10 eight-year-old children with hyperlexia at a private learning clinic. Findings suggested that mands and tacts were essential functional verbal components of the SIM to aid in answering reading comprehension questions. (As Provided).
Anmerkungen	International Association of Special Education. c/o College of Education, Northern Arizona University, P.O. Box 5774, Flagstaff, AZ 86011-5774. Tel: 928-523-8979; Fax: 928-523-1929; Web site: http://iase.coe.nau.edu/index3.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10