Full metadata record
DC FieldValueLanguage
dc.contributorDepartment of Applied Social Sciencesen_US
dc.contributor.advisorLeung, Cynthia (APSS)-
dc.creatorTam, Oi-lan Irelan-
dc.identifier.urihttps://theses.lib.polyu.edu.hk/handle/200/8760-
dc.languageEnglishen_US
dc.publisherHong Kong Polytechnic University-
dc.rightsAll rights reserveden_US
dc.titleEvaluation of the effectiveness of a literacy intervention program on enhancing school outcomes for secondary students who are having dyslexia and specific reading and writing difficulties in Hong Kongen_US
dcterms.abstractStudents with dyslexia are reported to encounter significant difficulties in reading and writing. This often results in academic problems, which may lead to psychological issues such as lack of motivation in classroom learning, low self-esteem and school discipline problems etc. The intervention programs in Hong Kong focused mainly on primary students and there were limited published studies on the effectiveness of these intervention programs as well as lack of studies on the effectiveness of the specialized training provided to the teachers to teach secondary students with dyslexia. This study aimed to evaluate the effectiveness of a structured literacy intervention program dedicated for secondary school students with dyslexia. The intervention program was one of the very first local studies using small-size, classroom-based and split-group intervention setting. The program strategies included over 100 hours of teachers' training on curriculum planning and intervention strategies as well as co-teaching conducted by Professional Specialist teachers in daily intervention lessons for both Chinese and English language, including both phonological and literacy content, throughout one academic year with approximately 160 intervention hours. This study adopted a mixed method design with quantitative and qualitative approaches. For the quantitative part, quasi-experimental design was adopted with three schools as intervention schools (116 students) and three schools as control schools (98 students). Students were assessed on their academic performance using locally developed assessment instruments and they were also requested to complete questionnaires on their learning outcomes before and after intervention. Teachers were requested to complete a questionnaire on teacher efficacy before and after intervention.en_US
dcterms.abstractThe quantitative outcomes of the quasi-experimental study and qualitative analysis both showed positive change in students' learning outcomes and some limited improvement in their academic achievement. The implication from the study showed that with appropriate instruction, in a small-size, classroom-based and split-group intervention setting through an intensive daily intervention, secondary school students with dyslexia showed improvement in behavioral and cognitive aspects which would be likely conducive to future success in academic learning. In addition, findings from qualitative interview with school principals and teachers highlighted the challenges of future sustainability of the intervention program. Concerns included insufficient teaching resources, teachers' knowledge and confidence in integrating intervention content into school curriculum and skills in managing classroom behavior in an inclusive educational environment. This indicated the critical importance of school level support in the provision of teaching and educational resources, principal's leadership in supporting continuous professional development for teachers to equip them with pedagogical skills and intervention strategies to enhance teaching practices.en_US
dcterms.extentiii, iii, i, 255 pages : color illustrationsen_US
dcterms.isPartOfPolyU Electronic Thesesen_US
dcterms.issued2016en_US
dcterms.educationalLevelAll Masteren_US
dcterms.educationalLevelM.Phil.en_US
dcterms.LCSHDyslexics -- Education -- China -- Hong Kong.en_US
dcterms.LCSHLiteracy -- Study and teaching (Secondary)en_US
dcterms.LCSHLearning disabled children -- Education.en_US
dcterms.LCSHLearning disabled children -- China -- Hong Kong.en_US
dcterms.LCSHHong Kong Polytechnic University -- Dissertationsen_US
dcterms.accessRightsopen accessen_US

Files in This Item:
File Description SizeFormat 
b29290739.pdfFor All Users2.05 MBAdobe PDFView/Open


Copyright Undertaking

As a bona fide Library user, I declare that:

  1. I will abide by the rules and legal ordinances governing copyright regarding the use of the Database.
  2. I will use the Database for the purpose of my research or private study only and not for circulation or further reproduction or any other purpose.
  3. I agree to indemnify and hold the University harmless from and against any loss, damage, cost, liability or expenses arising from copyright infringement or unauthorized usage.

By downloading any item(s) listed above, you acknowledge that you have read and understood the copyright undertaking as stated above, and agree to be bound by all of its terms.

Show simple item record

Please use this identifier to cite or link to this item: https://theses.lib.polyu.edu.hk/handle/200/8760