Lee , Ann Sien Sut
(2016)
Evaluation Of The Effects Of A Multisensory Malay Language Reading Programme On The Decoding Skills Of Children With Dyslexia.
Masters thesis, Universiti Sains Malaysia.
Abstract
MyBACA © ialah program membaca multisensori yang bertumpu kepada proses mendekod dan telah dibina untuk tujuan pemulihan kanak-kanak disleksia. Kajian ini bertujuan untuk menilai kesan program membaca multisensori Bahasa Malaysia ini terhadap kemahiran mendekod kanak-kanak dengan profil disleksia. Kajian ini bertumpu kepada penilaian pencapaian mendekod, kelancaran membaca, motivasi belajar, serta kekuatan dan kekurangan program membaca tersebut. Rekabentuk kajian jenis campuran digunakan untuk memperolehi data kuantitatif dan kualitatif. Kaedah kuantitatif menggunakan rekabentuk single subject research design, manakala kaedah kualitatif menggunakan rekabentuk temubual dan pemerhatian. Tiga sampel yang berumur sebelas tahun telah dipilih melalui persampelan bertujuan berdasarkan profil disleksia mereka. Mereka telah diajar secara individu selama tiga bulan. Data kuantitatif dan kualitatif dianalisis secara berasingan dan seterusnya ditriangulasi. Keputusan kajian ini menunjukkan terdapat peningkatan dalam kemahiran mendekod, kelancaran membaca serta motivasi belajar di kalangan peserta. Hasil kajian juga menunjukkan bahawa masalah perkaitan bunyi-abjad adalah ketara dalam kalangan kanak-kanak disleksia.
MyBACA © is a multisensory reading programme focused on Malay Language decoding that has been developed for the purpose of remediating children with dyslexia. This research aimed to evaluate the effects of this multisensory Malay language reading programme on the decoding skills of children with dyslexia. The study focused on the effects of the reading programme on the participants’ decoding achievement, reading fluency, learning motivation, and the programme’s strengths and weaknesses. A mixed-method design was employed to gather quantitative and qualitative data. The primary quantitative approach used is the single subject research design; whereas the qualitative approach included semi-structured interview and participant observation. Three eleven-years old participants were purposively sampled based on their dyslexia profile. The participants were taught on an individual basis for a period of three months. The qualitative and quantitative data were first analyzed separately and then triangulated to answer the research questions. The results of the research showed that the participants’ decoding achievement, reading fluency, and learning motivation increased. However, the persistence in letter-sound correspondence errors was obvious among the participants.
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