Investigating the Effectiveness of Using the Emotioncy Teaching Model on Improving Phonological Awareness and Reading Skills in Students with Down Syndrome

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PISHGHADAM REZA; EBRAHIMI SHIMA

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Journal: JOURNAL OF RESEARCHES IN LINGUISTICS Year:2020 | Volume:11 | Issue:2 (21) Page(s): 231-250

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Title

Investigating the Effectiveness of Using the Emotioncy Teaching Model on Improving Phonological Awareness and Reading Skills in Students with Down Syndrome

Author(s)

PISHGHADAM REZA | EBRAHIMI SHIMA | Issue Writer Certificate

Keywords

EmotioncyQ1

Phonological AwarenessQ1

Down SyndromeQ1

ReadingQ2

Abstract

It has always been too arduous a task to keep track of the memory of students with Down Syndrome. However, paying attention to the strategies that can help such students with processing the given information is among the concerns intellectually disabled instructors deal with. As Phonological Awareness plays an important role in successful Reading skills, paying attention to it in elementary education, especially among children with disabilities, is important. The present study introduces a teaching method based on the Emotioncy model. Emotioncy is a psychological and integrative concept of two words (emotion and frequency) that points to the effect of emotions arising from the use of the senses in learning concepts. The concept has three levels, namely avolvement, exvolvement, and involvement that, due to the involvement of more senses in the learning process, has been suggested for teaching phonemes and vocabulary to students with Down Syndrome. To this end, 30 Down Syndrome students were chosen from primary special needs schools in 7 districts of Mashhad. The Phonological Awareness test was first conducted as the pretest to measure their auditory, visual, and kinesthetic skills, and their ability to identify phonological differences and similarities. Then, out of 15 words, 5 words that all students' level of knowledge about them were diagnosed with a pretest to be zero were selected. And each word was taught in 5 phases of auditory, visual, tactile-kinesthetic, internal, and comprehensive based on Emotioncy levels. The Phonological Awareness test was conducted as the posttest. The duration of the study was 2 sessions for each student individually (60 sessions for 30 students in general) and each session lasted one hour (60 minutes) for 15 consecutive weeks. The results of t-tests showed that using the Emotioncybased teaching model accelerates information processing in their memory by reinforcing the auditory, visual, and tactile-kinesthetic stimuli, leading to the improvement of Phonological Awareness skill in students with intellectual disability. On the other hand, due to the direct relationship between Phonological Awareness and Reading skill, the results also show a significant change in their Reading speed. Therefore, it seems that this model can significantly help students with intellectual disability in their learning and increasing the speed of processing the given information.

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APA: Copy

PISHGHADAM, REZA, & EBRAHIMI, SHIMA. (2020). Investigating the Effectiveness of Using the Emotioncy Teaching Model on Improving Phonological Awareness and Reading Skills in Students with Down Syndrome. JOURNAL OF RESEARCHES IN LINGUISTICS, 11(2 (21) ), 231-250. SID. https://sid.ir/paper/391055/en

Vancouver: Copy

PISHGHADAM REZA, EBRAHIMI SHIMA. Investigating the Effectiveness of Using the Emotioncy Teaching Model on Improving Phonological Awareness and Reading Skills in Students with Down Syndrome. JOURNAL OF RESEARCHES IN LINGUISTICS[Internet]. 2020;11(2 (21) ):231-250. Available from: https://sid.ir/paper/391055/en

IEEE: Copy

REZA PISHGHADAM, and SHIMA EBRAHIMI, “Investigating the Effectiveness of Using the Emotioncy Teaching Model on Improving Phonological Awareness and Reading Skills in Students with Down Syndrome,” JOURNAL OF RESEARCHES IN LINGUISTICS, vol. 11, no. 2 (21) , pp. 231–250, 2020, [Online]. Available: https://sid.ir/paper/391055/en

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