App-based intervention for children with reading difficulties : a description of five cases

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dc.contributor.advisorPascoe, Michelleen_ZA
dc.contributor.advisorHarty, Michalen_ZA
dc.contributor.authorKaplan, Gabyen_ZA
dc.date.accessioned2015-06-26T11:04:52Z
dc.date.available2015-06-26T11:04:52Z
dc.date.issued2014en_ZA
dc.descriptionIncludes bibliographical references.en_ZA
dc.description.abstractThis descriptive single subject intervention study aimed to describe the outcomes of an application (app)-based intervention for five children with reading difficulties. All participants were required to have a grade one reading level. Each participant’s language and literacy profiles are detailed in accordance with developmental and information processing models, and intervention was designed based on each child’s specific level of difficulty. Following a baseline control period, each child received approximately six weeks of intervention using the Reading TherAppy and/or Comprehension TherAppy app (Tactus Therapy Solutions) on an iPad ® mini, which was mediated by the researcher on a 1:1 basis. Treated and untreated probe items were administered at three points in the study (baseline, pre, post) in order to determine the effects of intervention on treated and untreated, matched items. Each child’s reading on standardized literacy measures was re-evaluated post intervention. This was followed by an interview with each participant to obtain information about his or her experience of the intervention. Results show that all participants improved their reading of items treated in the intervention. In addition, some of the participants’ standardized reading and spelling scores improved in relation to typically developing peers from pre to post intervention testing. Changes are detailed for each participant using the theoretical models. Child interviews indicated that all children enjoyed a positive experience of intervention. This study aimed to explore and contribute to the limited knowledge base on efficacy, optimal dosage and outcomes of app-based intervention for children with reading difficulties. The implications of the study are discussed in relation to Speech Language Therapists working in educational settings, the functional application of models of reading, and the reading intervention literature.en_ZA
dc.identifier.apacitationKaplan, G. (2014). <i>App-based intervention for children with reading difficulties : a description of five cases</i>. (Thesis). University of Cape Town ,Faculty of Health Sciences ,Division of Communication Sciences and Disorders. Retrieved from http://hdl.handle.net/11427/13112en_ZA
dc.identifier.chicagocitationKaplan, Gaby. <i>"App-based intervention for children with reading difficulties : a description of five cases."</i> Thesis., University of Cape Town ,Faculty of Health Sciences ,Division of Communication Sciences and Disorders, 2014. http://hdl.handle.net/11427/13112en_ZA
dc.identifier.citationKaplan, G. 2014. App-based intervention for children with reading difficulties : a description of five cases. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Kaplan, Gaby AB - This descriptive single subject intervention study aimed to describe the outcomes of an application (app)-based intervention for five children with reading difficulties. All participants were required to have a grade one reading level. Each participant’s language and literacy profiles are detailed in accordance with developmental and information processing models, and intervention was designed based on each child’s specific level of difficulty. Following a baseline control period, each child received approximately six weeks of intervention using the Reading TherAppy and/or Comprehension TherAppy app (Tactus Therapy Solutions) on an iPad ® mini, which was mediated by the researcher on a 1:1 basis. Treated and untreated probe items were administered at three points in the study (baseline, pre, post) in order to determine the effects of intervention on treated and untreated, matched items. Each child’s reading on standardized literacy measures was re-evaluated post intervention. This was followed by an interview with each participant to obtain information about his or her experience of the intervention. Results show that all participants improved their reading of items treated in the intervention. In addition, some of the participants’ standardized reading and spelling scores improved in relation to typically developing peers from pre to post intervention testing. Changes are detailed for each participant using the theoretical models. Child interviews indicated that all children enjoyed a positive experience of intervention. This study aimed to explore and contribute to the limited knowledge base on efficacy, optimal dosage and outcomes of app-based intervention for children with reading difficulties. The implications of the study are discussed in relation to Speech Language Therapists working in educational settings, the functional application of models of reading, and the reading intervention literature. DA - 2014 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2014 T1 - App-based intervention for children with reading difficulties : a description of five cases TI - App-based intervention for children with reading difficulties : a description of five cases UR - http://hdl.handle.net/11427/13112 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/13112
dc.identifier.vancouvercitationKaplan G. App-based intervention for children with reading difficulties : a description of five cases. [Thesis]. University of Cape Town ,Faculty of Health Sciences ,Division of Communication Sciences and Disorders, 2014 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/13112en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentDivision of Communication Sciences and Disordersen_ZA
dc.publisher.facultyFaculty of Health Sciencesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherSpeech Language Pathologyen_ZA
dc.titleApp-based intervention for children with reading difficulties : a description of five casesen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMScen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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