International Journal of Education and Psychological Research

(Print and Online Peer Reviewed Journal)


Print - ISSN: 2349 - 0853
e - ISSN: 2279 - 0179

VOLUME 8 - ISSUE 1

(March 2019)

Direct Instruction using CBM for Children with Learning Difficulties


Authors: [1] Dr. D. Revathi [2] Mr. P. Kamaraj

Pages: 9-12

Abstract:

Learning difficulties and learning problems are often the first descriptive terms used when a child begins to have trouble in school. In India exclusive efforts are not made to find out the incidence of LD but it has been established that 10-12 per cent of our school children are with learning disabilities. These children require help are in an evaluation system predominantly based on written examination which is a disadvantage to the learning disabled child. Many children with LD develop secondary inattention and behavioural difficulties; Attention Deficit Hyperactivity Disorder (ADHD), which is characterized by developmentally-inappropriate inattention, hyperactivity and/or impulsivity, is often comorbid with dyslexia (Kadesjo & Gillberg, 2001). Assessment of academic skills using Curriculum Based Measurement/Assessment is one alternative that has recently gained popularity in countries like U.S through Implementation of Response to Intervention for testing the performance of children. Direct instruction is one specific teacher directed explicit instruction have witnessed a growing realization that many of the principles and concepts of direct instruction have wide relevance for special education populations in the last ten years (Bellamy, 1979; and Carnine, 1977). Choosing Direct instruction as strategy by identifying the problem using CBM grade level programme to enhance the learning among children with learning disabilities was the objective of the study. The proposed study was Single subject Experimental design (PrePosttest with experiment group). Children having learning difficulties were selected using non probability sampling technique through purposive sampling method. Research identified standardized CBM Measures (grade level passages) and used to identify the level of Reading among children with learning difficulties and intervention was planned according to the needs of children with learning difficulties. The implementation of intervention was given through direct instruction of teaching phonics, word recognition (two & three letter) and short stories. The results showed that the children with learning difficulties are improved in their reading fluency and sustaining attention. If we believe the inclusive education to better service the children with SLD, there is an urgent need for access to the learning opportunities, capacity building of personnel in the field of SLD.