Assessing a Remedial Intervention Programme in Developing the Planning Skills of Grade 4 and 5 Learners

Autor/inn/en	Amod, Zaytoon; Heafield, Deidré; Seabi, Joseph
Titel	Assessing a Remedial Intervention Programme in Developing the Planning Skills of Grade 4 and 5 Learners
Quelle	In: International Journal of Disability, Development and Education, 65 (2018) 4, S.428-441 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
DOI	10.1080/1034912X.2017.1406067
Schlagwörter	Remedial Programs; Intervention; Grade 4; Grade 5; Skill Development; Alternative Assessment; Learning Experience; Learning Problems; Experimental Groups; Control Groups; Cognitive Ability; Cognitive Tests; Student Improvement; Foreign Countries; Cognitive Processes; Quasiexperimental Design; Pretests Posttests; Qualitative Research; Statistical Analysis; South Africa (Johannesburg); Cognitive Assessment System + Suchen Sie Ihr Suchwort? Förderprogramm; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Kompetenzentwicklung; Qualifikationsentwicklung; Lernerfahrung; Lernproblem; Denkfähigkeit; Kognitiver Fähigkeitstest; Ausland; Cognitive process; Kognitiver Prozess; Qualitative Forschung; Statistische Analyse
Abstract	The search for assessment procedures that are more fair and useful have led to the investigation of alternatives to traditional forms of intellectual assessment. This study explored an alternative which combined a dynamic assessment approach with the Planning, Attention, Simultaneous and Successive Processing (PASS) model of cognitive processing. The aim was to investigate the effectiveness of a planning intervention programme based on Feuerstein's criteria for Mediated Learning Experience (MLE) with a group of Grade 4 and 5 remedial school learners who presented with a range of barriers to learning. Twenty six learners were assigned to the experimental group and 25 to the control group. The results showed that there was a significant improvement in the experimental group's Planning Scale score on the Cognitive Assessment System, following the intervention. These results imply that children often have far greater potential than is realised and that intentional mediation can help to enhance cognitive functioning and assist in further developing children's learning potential. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01