Effects of Lindamood phoneme sequencing program (LIPS) on a bilingual student : a case study (Record no. 20661)

MARC details
000 -LEADER
fixed length control field 02197nam a2200217Ia 4500
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
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100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Jurdi, Sarah A
Miscellaneous information Master
245 10 - TITLE STATEMENT
Title Effects of Lindamood phoneme sequencing program (LIPS) on a bilingual student : a case study
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. Lebanese American University- School of Arts and Sciences - Department of Education.
Date of publication, distribution, etc. 2012
300 ## - PHYSICAL DESCRIPTION
Extent 80 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 Lindamood Phoneme Sequencing program (LiPS) on phonemic awareness (PA), reading, and spelling in a bilingual teenager diagnosed with dyslexia, and the extent of effectiveness on each skill. To that end, the researcher compared the student’s scores before and after the intervention on a number of standardized achievement tests. The intervention took place over a period of six weeks. Data was also gathered using the Intermediate-Grade Checklist for Teacher Observation of a Child’s Reading Skills before and after the intervention, informal interviews were also conducted with the student’s parents and English teacher before and after the intervention, and a journal was utilized to note the student’s performance during the observation and intervention sessions. The results showed that the intervention program considerably improved the target skills. There were important gains in the student’s phonemic awareness, reading, and spelling scores in the post assessment results, in addition to the feedback obtained from the class observation and the informal interviews. The results also showed that both PA and reading improved at a faster rate than spelling. Implications for teaching phonemic awareness and recommendations for future research are outlined.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Bilingualism & Plurilingualism
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Bilinguisme & plurilinguisme
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Méthodes d’enseignement
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Teaching Methods
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element الثنائية والتعددية اللغوية
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element طرق التعليم
856 ## - ELECTRONIC LOCATION AND ACCESS
Uniform Resource Identifier <a href="https://librarycatalog.lau.edu.lb/olib9?infile=details.glu&loid=743469&rs=420537&hitno=41">https://librarycatalog.lau.edu.lb/olib9?infile=details.glu&loid=743469&rs=420537&hitno=41</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية

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