Examining the effectiveness of the visualizing and verbalizing program for language comprehension and thinking© on two bilingual students with Asperger syndrome (Record no. 19949)

MARC details
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fixed length control field 02271nam a2200277Ia 4500
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20191209142908.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 180910s9999 xx 000 0 und d
040 ## - CATALOGING SOURCE
Original cataloging agency LB-BrCRDP
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Fakhreddine, Siham
Miscellaneous information Master Education
245 10 - TITLE STATEMENT
Title Examining the effectiveness of the visualizing and verbalizing program for language comprehension and thinking© on two bilingual students with Asperger syndrome
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. Lebanese American University. School of Arts and Sciences. Education Department
Date of publication, distribution, etc. 2013
300 ## - PHYSICAL DESCRIPTION
Extent 68 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. The purpose of this case study was to determine the effectiveness of the Visualizing and Verbalizing for Language Comprehension and Thinking© by Nancibell on two upper elementary students diagnosed with Asperger Syndrome, one of the autism spectrum disorders (ASDs). Another aim was to identify the changes in the students’ attitude and motivation throughout the intervention. Progress in reading comprehension skills was monitored using the curriculum-based measurement (CBM) before, during, and after the intervention. The intervention took place over a period of four weeks at the rate of ten sessions per week. The researcher compared the results of two students in the experimental group who were exposed to the program with two ASD peers in the control group who were not exposed to any intervention. The results showed that the program significantly improved the reading comprehension skills of the students who were exposed to the intervention, and they developed a more positive attitude and increased motivation towards tasks that require reading comprehension. Based on the results, implications and recommendations for future research were drawn.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Children with special needs
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Enfants avec des besoins spéciaux
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Enseignement des langues Méthodes d’enseignement
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Motivation
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Motivation
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Teaching languages Teaching Methods
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element الدافعية
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element تعليم اللغات طرق التعليم
9 (RLIN) 150
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element ذوو الاحتياجات الخاصة
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Shamaa
Uniform Resource Identifier <a href="http://search.shamaa.org/FullRecord?ID=83486">http://search.shamaa.org/FullRecord?ID=83486</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية
Source of classification or shelving scheme Dewey Decimal Classification

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