Early Reading for Students with Intellectual Disability Based on Linguistic and Visual Perception Awareness

Endang Rochyadi, Riksma Akhlan

Abstract

The purpose of this study was to find out the effect of early reading teaching model based on linguistic and visual perception awareness on children with intellectual disability's reading skill. The method of this study was quasi-experiment with a matching pretest-posttest control group involving a control group with IQs of 55-70 and mental ages of 7-10. The subjects were 66 students and 45 teachers across West Java province. The results of the experiment showed that this model was proven to be significantly effective in improving reading skills and managed to change intellectually disabled children's study habits. The influential factors of linguistic awareness in improving reading skill were phonemic and syntactic awareness (path coefficient value=0.72), while the ones in visual perception awareness were discrimination and visual memory (path coefficient value=0.25). Linguistic and visual perception awareness influenced the whole reading process of children with intellectual disability. This indicates that the maturity in linguistic and visual perception awareness becomes an integral part of the whole reading learning process which the teachers should pay attention to. The implication of this study is that linguistic awareness and visual perception awareness are the prerequisites for early reading learning in children with intellectual disability.

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Paper Citation


in Harvard Style

Rochyadi E. and Akhlan R. (2017). Early Reading for Students with Intellectual Disability Based on Linguistic and Visual Perception Awareness.In 1st International Conference on Educational Sciences - Volume 2: ICES, ISBN 978-989-758-314-8, pages 499-502. DOI: 10.5220/0007053210481051


in Bibtex Style

@conference{ices17,
author={Endang Rochyadi and Riksma Akhlan},
title={Early Reading for Students with Intellectual Disability Based on Linguistic and Visual Perception Awareness},
booktitle={1st International Conference on Educational Sciences - Volume 2: ICES,},
year={2017},
pages={499-502},
publisher={SciTePress},
organization={INSTICC},
doi={10.5220/0007053210481051},
isbn={978-989-758-314-8},
}


in EndNote Style

TY - CONF

JO - 1st International Conference on Educational Sciences - Volume 2: ICES,
TI - Early Reading for Students with Intellectual Disability Based on Linguistic and Visual Perception Awareness
SN - 978-989-758-314-8
AU - Rochyadi E.
AU - Akhlan R.
PY - 2017
SP - 499
EP - 502
DO - 10.5220/0007053210481051