EARLY READING INTERVENTION: ADAPTATION OF A PREVENTION AND REMEDIAL TUTORING MODEL AND PREPARATION OF A READY-TO-USE CLASSROOM TEACHING PACKAGE FOR PRESCHOOL TO THIRD GRADES

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KHOSROU JAVID M.; AGUILAR VAFAEI M.; NILIPOUR R.; RASOULZADEH TABATABAEI S.K.; HOSSEINLOU A.; ASHOURVAN M.; SAFARI M.; MEHREGAN F.; HEMATI MARYAM; YAZDANI PARICHEHR

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Journal: Journal of Exceptional Childre Year:2008 | Volume:8 | Issue:2 (28) Page(s): 157-176

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Title

EARLY READING INTERVENTION: ADAPTATION OF A PREVENTION AND REMEDIAL TUTORING MODEL AND PREPARATION OF A READY-TO-USE CLASSROOM TEACHING PACKAGE FOR PRESCHOOL TO THIRD GRADES

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Keywords

READINGQ2

READING PROBLEMSQ3

DYSLEXIAQ2

PREVENTION AND REMEDIAL PROGRAMQ3

TEACHING PACKAGEQ2

Abstract

Objective: This review study aimed to adapted version in Farsi language of a prevention and remedial tutoring model and preparation of a ready-to-use classroom TEACHING PACKAGE for preschool to third grades. Method: In recent years, the study of phonological processing as casual factors in READING acquisition and ability has received considerable attention and converging evidence has been obtained from research in diverse disciplines like neurological science, cognitive psychology and education. This line of research, supported by an impressive amount of empirical research has culminated in the development of the Phonological Model of READING Disability (Stanovich, 1998; Shaywitz, 2003). Accordingly, the core deficit in children diagnosed as DYSLEXIA and other below-average readers lies in their inability to decode writing symbols into phonological information. Results: Therefore, National READING Panel (2000) suggest that in order to read, all children must be taught alphabetic, comprising phonemic awareness, grapheme-phoneme corresponding, READING fluency, vocabulary and READING comprehension. These elements must be taught systematically, comprehensively, and explicitly. Among the few programs that meet these stringent requirements, is Blachman’s (2003) program, for which much empirical evidence support its effectiveness. This program was designed to develop of READING skills besides just phonological training and consist of five-steps: (1) the learning of sound-symbol association, skill aimed at phonological awareness training; (2) the instruction in phoneme analysis and blending kills categorization of words on the basis of rhyme or alliteration and letter-name and letter-sound association training; (3) accuracy and fluent READING of words; (4) READING connected stories and reinforcement of comprehension and the last step; (5) a short writing to dictation activity. Conclusion: The final adapted program has been prepared as TEACHING PACKAGE containing all the materials needed for implementation by teachers in their own classrooms.

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اثربخشی مداخله آگاهی واج شناختی مبتنی بر شواهد تجربی بلکمن (2003) در افزایش توانایی خواندن کودکان نارساخوان فارسی زبان

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APA: Copy

KHOSROU JAVID, M., AGUILAR VAFAEI, M., NILIPOUR, R., RASOULZADEH TABATABAEI, S.K., HOSSEINLOU, A., ASHOURVAN, M., SAFARI, M., MEHREGAN, F., HEMATI, MARYAM, & YAZDANI, PARICHEHR. (2008). EARLY READING INTERVENTION: ADAPTATION OF A PREVENTION AND REMEDIAL TUTORING MODEL AND PREPARATION OF A READY-TO-USE CLASSROOM TEACHING PACKAGE FOR PRESCHOOL TO THIRD GRADES. JOURNAL OF EXCEPTIONAL CHILDREN (RESEARCH ON EXCEPTIONAL CHILDREN), 8(2 (28)), 157-176. SID. https://sid.ir/paper/96364/en

Vancouver: Copy

KHOSROU JAVID M., AGUILAR VAFAEI M., NILIPOUR R., RASOULZADEH TABATABAEI S.K., HOSSEINLOU A., ASHOURVAN M., SAFARI M., MEHREGAN F., HEMATI MARYAM, YAZDANI PARICHEHR. EARLY READING INTERVENTION: ADAPTATION OF A PREVENTION AND REMEDIAL TUTORING MODEL AND PREPARATION OF A READY-TO-USE CLASSROOM TEACHING PACKAGE FOR PRESCHOOL TO THIRD GRADES. JOURNAL OF EXCEPTIONAL CHILDREN (RESEARCH ON EXCEPTIONAL CHILDREN)[Internet]. 2008;8(2 (28)):157-176. Available from: https://sid.ir/paper/96364/en

IEEE: Copy

M. KHOSROU JAVID, M. AGUILAR VAFAEI, R. NILIPOUR, S.K. RASOULZADEH TABATABAEI, A. HOSSEINLOU, M. ASHOURVAN, M. SAFARI, F. MEHREGAN, MARYAM HEMATI, and PARICHEHR YAZDANI, “EARLY READING INTERVENTION: ADAPTATION OF A PREVENTION AND REMEDIAL TUTORING MODEL AND PREPARATION OF A READY-TO-USE CLASSROOM TEACHING PACKAGE FOR PRESCHOOL TO THIRD GRADES,” JOURNAL OF EXCEPTIONAL CHILDREN (RESEARCH ON EXCEPTIONAL CHILDREN), vol. 8, no. 2 (28), pp. 157–176, 2008, [Online]. Available: https://sid.ir/paper/96364/en

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