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|Title:||Language learning problems in Marathi: design and evaluation of a classroom intervention programme|
|University:||Tata Institute of Social Sciences|
|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).|
|Appears in Departments:||School of Social Sciences|
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