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postgraduate thesis: Cognitive reading strategies instruction for children with specific language impairment

TitleCognitive reading strategies instruction for children with specific language impairment
Authors
Issue Date2012
PublisherThe University of Hong Kong (Pokfulam, Hong Kong)
AbstractThe primarily goal of this study was to examine the patterns of cognitive and language processing of children with Specific Language Impairment (SLI) and how they related to their text comprehension, interpreted within constructivism. The study aimed to characterize the difference in language, character decoding, metacognitive processing and text comprehension between children with SLI and those under typical development; to identify the inter-relationships among their language processing, character decoding, metacognitive processing and text comprehension; and to investigate how the implementation of cognitive reading strategies instruction change their language processing, character decoding, metacognitive processing, belief towards reading and text comprehension. Two studies were carried out. In Study One, 73 participants were recruited from two Hong Kong primary schools; they were at second and third grade, 42 were diagnosed of SLI and the other were under typical development. Standardized instruments were used to tap children’s language processing and character decoding respectively. Researcher developed Metacognitive Processing Scale were adopted to rate their metacognitive and deep processing of text. A set of comprehension test, comprised of forced-choice inferential questions and two recall tasks, were used to assess their depth in understanding different types of text. Analyses indicated that SLI students did not only score poorer in language processing, but also in character decoding, metacognitive processing and text comprehension. Further analyses of both the entire sample and the SLI sample, indicated that there were significant correlations between character decoding, language processing, metacognitive processing with children’s text comprehension scores. In Study Two, there were 40 participants recruited from the SLI sample of the Study One. Cognitive reading strategy instruction program were developed. 21 participants was randomly selected to receive the experimental instruction and the another 19 were under conventional instruction as control. Besides the measures used in the Study One, interviews and teacher-reporting questionnaires were used to tap children’s belief towards reading and their classroom engagement. Analysis of pre-instruction and post-instruction tests indicated the experimental children showed significantly better progress on their oral language, text comprehension and belief about reading. Both the experimental and the control group showed similar progress on character decoding. The study offers both theoretical and educational contribution on the literacy development among the population of SLI. It identifies the role of metacognitive processing on literacy achievement. It provides the evidence of implementing cognitively-based reading strategies for literacy instruction for children with SLI within Chinese context. Upon the introduction of inclusive education, teachers now face students with much wider diversity, including a significant number of children with SLI. Possible collaboration between frontline teachers and speech therapists in designing potential classroom activities is discussed.
DegreeDoctor of Education
SubjectSpecific language impairment in children - China - Hong Kong.
Reading (Primary) - China - Hong Kong.
Cognitive learning theory.
Dept/ProgramEducation

 

DC FieldValueLanguage
dc.contributor.authorLau, Ka-ming.-
dc.contributor.author劉家明.-
dc.date.issued2012-
dc.description.abstractThe primarily goal of this study was to examine the patterns of cognitive and language processing of children with Specific Language Impairment (SLI) and how they related to their text comprehension, interpreted within constructivism. The study aimed to characterize the difference in language, character decoding, metacognitive processing and text comprehension between children with SLI and those under typical development; to identify the inter-relationships among their language processing, character decoding, metacognitive processing and text comprehension; and to investigate how the implementation of cognitive reading strategies instruction change their language processing, character decoding, metacognitive processing, belief towards reading and text comprehension. Two studies were carried out. In Study One, 73 participants were recruited from two Hong Kong primary schools; they were at second and third grade, 42 were diagnosed of SLI and the other were under typical development. Standardized instruments were used to tap children’s language processing and character decoding respectively. Researcher developed Metacognitive Processing Scale were adopted to rate their metacognitive and deep processing of text. A set of comprehension test, comprised of forced-choice inferential questions and two recall tasks, were used to assess their depth in understanding different types of text. Analyses indicated that SLI students did not only score poorer in language processing, but also in character decoding, metacognitive processing and text comprehension. Further analyses of both the entire sample and the SLI sample, indicated that there were significant correlations between character decoding, language processing, metacognitive processing with children’s text comprehension scores. In Study Two, there were 40 participants recruited from the SLI sample of the Study One. Cognitive reading strategy instruction program were developed. 21 participants was randomly selected to receive the experimental instruction and the another 19 were under conventional instruction as control. Besides the measures used in the Study One, interviews and teacher-reporting questionnaires were used to tap children’s belief towards reading and their classroom engagement. Analysis of pre-instruction and post-instruction tests indicated the experimental children showed significantly better progress on their oral language, text comprehension and belief about reading. Both the experimental and the control group showed similar progress on character decoding. The study offers both theoretical and educational contribution on the literacy development among the population of SLI. It identifies the role of metacognitive processing on literacy achievement. It provides the evidence of implementing cognitively-based reading strategies for literacy instruction for children with SLI within Chinese context. Upon the introduction of inclusive education, teachers now face students with much wider diversity, including a significant number of children with SLI. Possible collaboration between frontline teachers and speech therapists in designing potential classroom activities is discussed.-
dc.languageeng-
dc.publisherThe University of Hong Kong (Pokfulam, Hong Kong)-
dc.relation.ispartofHKU Theses Online (HKUTO)-
dc.rightsThe author retains all proprietary rights, (such as patent rights) and the right to use in future works.-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.source.urihttp://hub.hku.hk/bib/B48273624-
dc.subject.lcshSpecific language impairment in children - China - Hong Kong.-
dc.subject.lcshReading (Primary) - China - Hong Kong.-
dc.subject.lcshCognitive learning theory.-
dc.titleCognitive reading strategies instruction for children with specific language impairment-
dc.typePG_Thesis-
dc.identifier.hkulb4827362-
dc.description.thesisnameDoctor of Education-
dc.description.thesislevelDoctoral-
dc.description.thesisdisciplineEducation-
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.5353/th_b4827362-
dc.date.hkucongregation2012-

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