Please use this identifier to cite or link to this item: http://hdl.handle.net/10603/17819
Title: Language learning problems in Marathi: design and evaluation of a classroom intervention programme
Researcher: Narayanan, Nandini
Guide(s): Konantambigi, Rajani
Keywords: Social Sciences
Language learning
Upload Date: 16-Apr-2014
University: Tata Institute of Social Sciences
Completed Date: 2013
Abstract: Through decades of research in the field of education, it is clear that academic achievement is affected by several factors from the child s social milieu as well as individual factors (Konantambigi, 2000; Karanth, 2003; Reddy, 2007). The focus of the current study was on two of these vital factors: some of the individual characteristics and abilities affecting academic achievement and factors related to teachers and the teaching-learning process. With reference to the former, it is known that problems like LD, low IQ, attention problems, lack of interest or motivation in studies, etc. adversely affect academic achievement (Kapur, 2008). Language related factors such as phonology and orthography were also found to be important intervening variables in language acquisition and development. Chengappa, Bhat and Prakash (2004) suggest that the neurological basis for dyslexia may be the same across languages but that its manifestation, in terms of symptoms and severity, is influenced by orthographic and other linguistic features of specific language. Most intervention programmes are implemented on a one-to-one basis. This requires many resources, monetary as well as human, to be in place. The purpose of this study was to develop an intervention programme for language problems in Marathi, which could be implemented in the regular classroom by the class teachers. This would be a step towards providing effective instruction in the class to minimize the severity of learning problems at an early stage within the limited resources we have. The second focal point of the study was the role of the teacher in academic achievement of children. The quality of teaching, teacher-child interactions, methodology and materials used, etc. are some of the factors that impinge on the quality of education children receive in schools (Reddy, 2007). Teacher effectiveness and its impact of children s academic achievement are positively related (Nye, Konstantopoulos and Hedges, 2004).
Pagination: 298p.
URI: http://hdl.handle.net/10603/17819
Appears in Departments:School of Social Sciences

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01_title.pdfAttached File10.01 kBAdobe PDFView/Open
02_declaration.pdf17.38 kBAdobe PDFView/Open
03_certificate.pdf19.02 kBAdobe PDFView/Open
04_contents.pdf22.05 kBAdobe PDFView/Open
05_list of tables.pdf24.41 kBAdobe PDFView/Open
06_list of figures.pdf26.49 kBAdobe PDFView/Open
07_list of boxes.pdf18.01 kBAdobe PDFView/Open
08_acknowledgement.pdf30.69 kBAdobe PDFView/Open
09_abstract.pdf61.11 kBAdobe PDFView/Open
10_chapter 1.pdf65.19 kBAdobe PDFView/Open
11_chapter 2.pdf248.3 kBAdobe PDFView/Open
12_chapter 3.pdf123.53 kBAdobe PDFView/Open
13_chapter 4.pdf252.85 kBAdobe PDFView/Open
14_chapter 5.pdf162.9 kBAdobe PDFView/Open
15_chapter 6.pdf178.62 kBAdobe PDFView/Open
16_chapter 7.pdf172.07 kBAdobe PDFView/Open
17_chapter 8.pdf41.04 kBAdobe PDFView/Open
18_references.pdf129.12 kBAdobe PDFView/Open
19_annexure a.pdf38.14 kBAdobe PDFView/Open
20_annexure b.pdf14.18 kBAdobe PDFView/Open
21_annexure c.pdf235.57 kBAdobe PDFView/Open
22_annexure d.pdf32.19 kBAdobe PDFView/Open
23_annexure e.pdf64.16 kBAdobe PDFView/Open
24_annexure f.pdf59.65 kBAdobe PDFView/Open
25_annexure g.pdf11.86 kBAdobe PDFView/Open


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