Teaching english to students with special needs: Orton-Gillingham approach strategies in practice

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dc.contributor.advisorFuentealba, Angie
dc.contributor.authorMorales López, Estefanía
dc.contributor.authorSalas Cifuentes, Claudio
dc.contributor.authorSeguel Salazar, Jorge
dc.contributor.authorSiam Valenzuela, Mohamed
dc.contributor.editorFacultad de Educación
dc.date.accessioned2017-09-04T16:17:33Z
dc.date.available2017-09-04T16:17:33Z
dc.date.issued2016
dc.descriptionTesis (Profesor de Inglés para la Enseñanza Básica y Media y al grado académico de Licenciado en Educación)es_CL
dc.description.abstractThe current study investigates how to teach English to students with mild cognitive disabilities in a post-graduated-from-High-School educational context. The target group for this research consists of 5 volunteer Occupational Skills Diploma Program students from Andres Bello University. To evaluate the effects of the intervention, a diagnostic and a final written assessment were applied, as well as a semi-structured interview at the beginning and at the end of the process. The intervention consisted of the application of different Orton-Gillingham approach teaching strategies, including the use of visual aids, realia, recapitulation of lessons and a personalized system of instruction, among others. Even though this study was brief in terms of intervention, results regarding the oral interviews and the written tests helped us to identify and develop a student profile for this target group and to discover that the selected strategies from the Orton-Gillingham approach were suitable to teach English to these students. The results, also helped us to determine that the strategies impacted positively not only in quantitative terms, like the performance in oral and written tasks but also in a number of qualitative variables, like some attitudes related to the motivation towards the workshop (attendance and in-class participation). They also show that some of these strategies to teach English to this target group are easy to implement by any English teacher. In contrast to the ease of implementation, we find that it might be difficult to generalize the results due to the specific context. Ultimately, and based on some of the findings, we provide some discussions and conclusions for the current work and the possible future implications.es_CL
dc.identifier.urihttp://repositorio.unab.cl/xmlui/handle/ria/4137
dc.language.isoeses_CL
dc.publisherUniversidad Andrés Belloes_CL
dc.subjectEducación Especiales_CL
dc.subjectEstrategias de Enseñanzaes_CL
dc.subjectOrton-Gillingham Approaches_CL
dc.subjectStudents with Disabilitieses_CL
dc.subjectStrategies to teach Englishes_CL
dc.titleTeaching english to students with special needs: Orton-Gillingham approach strategies in practicees_CL
dc.typeTesises_CL
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