Dynamic assessment (ACFS-cz) in the context of improving reading competence in socially disadvantaged pupils with mild intellectual disabilities
Dynamic assessment (ACFS-cz) in the context of improving reading competence in socially disadvantaged pupils with mild intellectual disabilities
Author(s): Bibiána Hlebová, Gabriela VojtekováSubject(s): School education, Educational Psychology, Inclusive Education / Inclusion
Published by: Vydavateľstvo Prešovskej univerzity v Prešove
Keywords: socially disadvantaged pupil; pupils from marginalised Romany communities; pupil with mild intellectual disability; reading competence; cognitive functions; stimulation programme; cognitive functions;
Summary/Abstract: Authors of the study deals with the issue of improving reading competence in socially disadvantaged pupils (from marginalised Romany communities) with mild intellectual disabilities. Aim of the study is verification of cognitive stimulation programme effectiveness built within the methodology of dynamic assessment of cognitive functions (ACFS-cz, 2014) and focused on the improvement of reading competence level (technique and way of reading, reading comprehension) in socially disadvantaged pupils with mild intellectual disabilities in the 4th grade in special elementary school. Authors present the results from conducted research of the reading competence (using static testing) and cognitive functions (using dynamic testing) in the selected sample of respondents (case studies), as well as the results from observation of the pupils’ behaviours during dynamic testing. Based on the research findings authors formulate recommendations for special educational practice.
Journal: Štúdie zo špeciálnej pedagogiky
- Issue Year: 6/2017
- Issue No: 2
- Page Range: 9-44
- Page Count: 36
- Language: English