Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/10234
Full metadata record
DC FieldValueLanguage
dc.contributor.authorBellert, Anne Mareeen
dc.contributor.authorGraham, Lorraineen
dc.contributor.authorPegg, Johnen
dc.date.accessioned2012-05-22T16:33:00Z-
dc.date.created2011en
dc.date.issued2012-
dc.identifier.urihttps://hdl.handle.net/1959.11/10234-
dc.description.abstractStudents in the middle-school years experiencing learning difficulties (LD) in reading and basic mathematics are educationally vulnerable. In many jurisdictions, the learning needs of younger students with LD are prioritised and students in the middle-school years experiencing LD have limited, or non-existent, opportunities to access the intervention support they need to make appropriate progress in learning. During the middle-school years gaps in performance, achievement and motivation between students with LD and their non-LD peers widen, to the point where, for some students, they become an unbridgeable chasm, potentially leading to long-term economic and social disadvantage. This investigation examines the learning progress of 22 students in the middle-school years who experienced persistent LD. These students participated in an educational intervention called QuickSmart, which aimed to support students in developing more efficient cognitive processing in tasks of basic academic skills. The study was implemented in local schools, using the researcher as the teacher in the intervention lessons. QuickSmart was delivered to participant students in pairs, as either a word-reading program or a basic mathematics program, consisting of three, 30 minute lessons per week for 18-22 weeks. The intervention lessons utilised evidence-based strategies and approaches aimed at improving automaticity (that is, reducing response speed and improving accuracy) in basic academic skills. It was theorised that such an improvement in 'the basics' may facilitate more efficient working-memory processing which, in turn, could lead to improved performance on standardised tests. The investigation was designed within a mixed-methods framework incorporating both a quasi-experiment and six individual student learner profiles. The research design also incorporated a comparison group of non-LD peers against which the automaticity progress of the participant students could be evaluated.en
dc.languageenen
dc.titleThe Effects of Improved Automaticity in Basic Academic Skills on the Test Performance: A Study of Learning Difficulties in the Middle-School Yearsen
dc.typeThesis Doctoralen
dcterms.accessRightsUNE Greenen
dc.subject.keywordsSpecial Education and Disabilityen
local.contributor.firstnameAnne Mareeen
local.contributor.firstnameLorraineen
local.contributor.firstnameJohnen
local.subject.for2008130312 Special Education and Disabilityen
local.subject.seo2008939999 Education and Training not elsewhere classifieden
dcterms.RightsStatementCopyright 2011 - Anne Maree Bellerten
dc.date.conferred2012en
local.thesis.degreelevelDoctoralen
local.thesis.degreenameDoctor of Philosophyen
local.contributor.grantorUniversity of New Englanden
local.profile.schoolSchool of Educationen
local.profile.schoolSchool of Educationen
local.profile.schoolSchool of Educationen
local.profile.emailabellert@une.edu.auen
local.profile.emaillgraham@une.edu.auen
local.profile.emailjpegg@une.edu.auen
local.output.categoryT2en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordune_thesis-20110518-19577en
local.title.subtitleA Study of Learning Difficulties in the Middle-School Yearsen
local.access.fulltextYesen
local.contributor.lastnameBellerten
local.contributor.lastnameGrahamen
local.contributor.lastnamePeggen
dc.identifier.staffune-id:abeller2en
dc.identifier.staffune-id:lgrahamen
dc.identifier.staffune-id:jpeggen
local.profile.roleauthoren
local.profile.rolesupervisoren
local.profile.rolesupervisoren
local.identifier.unepublicationidune:10429en
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
local.title.maintitleThe Effects of Improved Automaticity in Basic Academic Skills on the Test Performanceen
local.output.categorydescriptionT2 Thesis - Doctorate by Researchen
local.thesis.borndigitalyesen
local.search.authorBellert, Anne Mareeen
local.search.supervisorGraham, Lorraineen
local.search.supervisorPegg, Johnen
local.open.fileurlhttps://rune.une.edu.au/web/retrieve/0ef9dab4-340b-4cb4-b791-7b09b2f0aab8en
local.open.fileurlhttps://rune.une.edu.au/web/retrieve/aaaf5154-29dd-4142-8ad9-0ef4e8ac44daen
local.uneassociationYesen
local.year.conferred2012en
local.fileurl.openhttps://rune.une.edu.au/web/retrieve/aaaf5154-29dd-4142-8ad9-0ef4e8ac44daen
local.fileurl.openhttps://rune.une.edu.au/web/retrieve/0ef9dab4-340b-4cb4-b791-7b09b2f0aab8en
local.subject.for2020390407 Inclusive educationen
local.subject.for2020390411 Special education and disabilityen
Appears in Collections:The National Centre of Science, Information and Communication Technology, and Mathematics Education for Rural and Regional Australia (SiMERR)
Thesis Doctoral
Files in This Item:
9 files
File Description SizeFormat 
open/MARCXML.xmlMARCXML.xml3.59 kBUnknownView/Open
open/SOURCE03.pdfAbstract88.6 kBAdobe PDF
Download Adobe
View/Open
open/SOURCE04.pdfThesis1.55 MBAdobe PDF
Download Adobe
View/Open
1 2 Next
Show simple item record

Page view(s)

2,884
checked on Mar 8, 2023

Download(s)

356
checked on Mar 8, 2023
Google Media

Google ScholarTM

Check


Items in Research UNE are protected by copyright, with all rights reserved, unless otherwise indicated.