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ERIC Number: EJ1020082
Record Type: Journal
Publication Date: 2013
Pages: 12
Abstractor: As Provided
Reference Count: 35
ISBN: N/A
ISSN: ISSN-1555-6913
Effectiveness of Scaffolding Interrogatives Method: Teaching Reading Comprehension to Young Children with Hyperlexia in Singapore
Chia, Noel Kok Hwee; Kee, Norman Kiak Nam
Journal of the International Association of Special Education, v14 n1 p67-78 Spr 2013
Children with hyperlexia display spontaneous superior word decoding ability before the age of five but impaired listening and reading comprehension. They have direct phonological processing of any given text with apparent ease and often well beyond their vocabulary usage. Though they can recognise and read words, words appear meaningless. As a result, it has been suggested that the word recognition skills and the general verbal functioning employed in the reading process probably exist separately and apart from each other. It may co-exist with non-verbal learning disorders and autism. In this paper, the authors did an action research study on the effectiveness of using the Scaffolding Interrogatives Method (SIM) to teach reading comprehension to a group of 10 eight-year-old children with hyperlexia at a private learning clinic. Findings suggested that mands and tacts were essential functional verbal components of the SIM to aid in answering reading comprehension questions.
International Association of Special Education. c/o College of Education, Northern Arizona University, P.O. Box 5774, Flagstaff, AZ 86011-5774. Tel: 928-523-8979; Fax: 928-523-1929; Web site: http://iase.coe.nau.edu/index3.html
Publication Type: Reports - Research; Journal Articles
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Singapore
Identifiers - Assessments and Surveys: Neale Analysis of Reading Ability