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Is organizational knowledge effective in primary education?

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Document pages: 9 pages

Abstract: The acquisition of reading comprehension ability and written expression ability is one of the key factors in the learning process. Students show many difficulties in the learning process. Therefore, it is necessary to implement effective intervention strategies from primary school. The program aims to improve the lexical, semantic and syntactic processes related to the reading process. The purpose of this study is to analyze the efficiency of in the first and second years of primary education. The study participants were 62 students (aged 6-8 years). They were divided into experimental group (38 students who received intervention) and control group (CG; 24 using traditional teaching methods). The Illinois psycholinguistic ability test and Peabody test have been used beforeand after the intervention was carried out. Results showed that the strategy was effective in EG in improving the psycholinguistic aspects measured by the ITPA, with better results in the variables related to syntactic and lexical processing. Taking the results into account, it was concluded that allows students to improve the abilities relating to reading skills. Also, the results highlight the need to incorporate interventions aimed at favoring maturation in some key aspects at early ages.

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