Atıf İçin Kopyala
Atmaca F., Yıldız-Demirtaş V.
Learning Disability Quarterly, cilt.46, sa.2, ss.106-119, 2023 (SSCI)
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Yayın Türü:
Makale / Tam Makale
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Cilt numarası:
46
Sayı:
2
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Basım Tarihi:
2023
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Doi Numarası:
10.1177/07319487221085994
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Dergi Adı:
Learning Disability Quarterly
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Derginin Tarandığı İndeksler:
Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, CINAHL, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), MLA - Modern Language Association Database, Psycinfo
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Sayfa Sayıları:
ss.106-119
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Anahtar Kelimeler:
cognitive training, reading, writing, COGENT, PASS, learning disabilities, DOUBLE-DEFICIT HYPOTHESIS, WORKING-MEMORY, PHONOLOGICAL AWARENESS, COMPREHENSION SKILLS, PHONEMIC AWARENESS, NAMING SPEED, CHILDREN, FLUENCY, KINDERGARTEN, INTERVENTION
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Hacettepe Üniversitesi Adresli:
Evet
Özet
The present study investigated the effects of the cognitive enhancement training (COGENT) program on the reading skills (reading speed, reading errors, and reading comprehension) and writing skills (dictation and text copying) of students with specific learning disabilities (SLD). The study was conducted with an experimental design. The study group consisted of 16 students. The treatment-group students ( n = 8) were administered COGENT for 6 weeks and 12 sessions. After the training, semi-structured interviews were made with the treatment-group students and their teachers for social validity. The results suggest that the COGENT improved the reading speed, reading comprehension, dictation skills, and reduced reading errors of the treatment-group students. However, there was no significant difference in text copying. Findings obtained from the interviews showed that the students liked the program and wanted it to continue. The teachers stated that they observed improvements in their students’ literacy skills and some social skills.