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dc.contributor.authorGaitanidi, Lamprini-Anna
dc.contributor.authorCorujo-Vélez, Carmen
dc.contributor.authorVega Gea, Esther María
dc.date.accessioned2023-06-05T07:45:42Z
dc.date.available2023-06-05T07:45:42Z
dc.date.issued2023
dc.identifier.issn2227-7102
dc.identifier.urihttp://hdl.handle.net/10396/25464
dc.description.abstractThis study evaluates the impact of a Greek intervention tool called Dyslexia Box, which is aimed at helping students with dyslexia acquire necessary language skills. It mainly focuses on the development of phonological awareness, reading, and writing. The sample comprises 13 students with dyslexia and other difficulties. The intervention program consists of 32 activities, which were applied twice to each student over 10 weeks (students who achieved excellent performance on the first implementation of an activity did not repeat the corresponding activity, as it was considered that the cognitive goal had already been achieved). In order to record student performance, an observation key was created for each activity. The results indicate that the specific tool is easy-to-use and achieves the proposed learning objectives. Specifically, it helps students with and without dyslexia overcome their learning difficulties concerning phonological awareness and/or manage their processing of the oral and written language, since they all achieved better performance at the second implementation of the tool.en
dc.format.mimetypeapplication/pdfes_ES
dc.language.isoenges_ES
dc.publisherMDPIes_ES
dc.rightshttps://creativecommons.org/licenses/by/4.0/es_ES
dc.sourceEduc. Sci., 13(5), 486 (2023)es_ES
dc.subjectDyslexiaen
dc.subjectMultisensory toolen
dc.subjectDyslexia boxen
dc.subjectPhonological awarenessen
dc.titleThe impact of dyslexia box: a case study on students in an integration class in Greeceen
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.relation.publisherversionhttps://doi.org/10.3390/educsci13050486es_ES
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses_ES


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