Effect of Orton-Gillingham-Based Reading Intervention on Developing the Letter Recognition of Kindergarten Learners with Learning Disability
Journal Title: Psychology and Education: A Multidisciplinary Journal - Year 2024, Vol 18, Issue 9
Abstract
The main thrust of this study was to improve the reading level of Kindergarten learners with learning disabilities using Orton-Gillingham-Based Reading Intervention. This study utilized experiments with one group pretest and posttest. The respondents were the fourteen (14) Kindergarten learners with learning disabilities of Tebag Elementary School, Mangaldan, Pangasinan, who were currently enrolled for the school year 2022- 2023. Orton-Gillingham was utilized in the teaching and learning process for several months. The reading materials were used, which served as the main data-gathering instrument. The pretest results show a need for intervention since the research participants posted lower mean and Mean Percentage scores. Orton- Gillingham-Based Reading Intervention was implemented, and a posttest was administered. In the posttest, the study revealed that the letter recognition of kindergarten learners with learning disabilities had improved. T-tests were used to determine the significant difference in the pretest and post-test scores of the respondents. The t-stat is higher than the t-critical value since the hypothesis was rejected in favor of the alternative hypothesis. This means there is a significant difference in the pretest and posttest scores of the respondents. It is also concluded that the Orton-Gillingham-Based Reading Intervention is efficacious in improving the reading level of the learners. Teachers should strongly use Orton-Gillingham-Based Reading Intervention in the teaching and learning process.
Authors and Affiliations
Eden Angeles, Nescie Gonzales
Keywords
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- EP ID EP758438
- DOI doi: 10.5281/zenodo.10972012
- Views 2
- Downloads 0
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