Assessment and remediation of successive processing deficits using the PASS information processing model
| dc.contributor.advisor | ||
| dc.contributor.author | Churches, Melinda | |
| dc.date.accessioned | 2014-03-13T07:48:06Z | |
| dc.date.available | 2014-03-13T07:48:06Z | |
| dc.date.issued | 2014-03-13 | |
| dc.description | Thesis (M.Ed.)--University of the Witwatersrand, Faculty of Education, 1999. | en_ZA |
| dc.description.abstract | The rationale for this study was to match the remedial needs of children with appropriate programmes. The aims were (1) To test the usefulness of screening instruments modelled on subtestr of the Naglieri-Das Cognitive Assessment System in identifying South African children with specific learning disabilities. (2) To study the effects of the PASS Remedial Programme (PREP) in addressing the needs of children with deficits in successive processing. (3) To study the effects of a programme based on Whole Language (WL) principles when used with children with reading problems due to extrinsic factors. Screening instruments were used to identify seven children with a successive processing deficit for the PREP experimental treatment group. Seven children who showed a general delay in beginning reading skills were selected for the WL experimental group. A PREP control group and a WL control group were also identified. Both treatment groups received twenty-four intervention sessions. When the PREP and WL experimental groups were compared, there were significant differences in gains in successive processing for the PREP group but gains in word reading skills were statistically the same for the two groups. This was an indication that the remedial programmes were suited to the needs of the children in the groups. General implications for specialised education programmes in South Africa and future directions for research on remediation are also presented. | en_ZA |
| dc.identifier.uri | http://hdl.handle.net10539/14132 | |
| dc.language.iso | en | en_ZA |
| dc.subject.lcsh | Reading--Remedial teaching--South Africa | |
| dc.subject.lcsh | Language disorders in children--Treatment--South Africa | |
| dc.title | Assessment and remediation of successive processing deficits using the PASS information processing model | en_ZA |
| dc.type | Thesis | en_ZA |