Die audiblox-program as aanvullende tegniek tot remediërende onderwys

[摘要] English: Each school has a significant percentage of learners with learning disabilities who receiveRemedial Education in addition to their classroom teaching. There are numerousapproaches to the treatment of learning disabilities of which Remedial Education is one.Remedial Education comprises of a number of techniques. The Audiblox Programme isone such technique which is based upon one of the approaches to the treatment oflearning disabilities, namely process training. As a process training approach Audiblox isconsidered by many researchers as a controversial programme.The purpose of this research is to determine the supplementary value of the AudibloxProgramme in Remedial Education. If learners who are already receiving RemedialEducation undergo the Audiblox Programme at the same time, what effect would thishave on their scholastic performance, specifically reading and spelling abilities?A study of the literature was undertaken to find a frame of reference within which thisresearch could be accommodated. The relevant phenomena, i.e. Remedial Education andAudiblox, as well as generally controversial techniques, were defined and investigated.After a thorough analysis of the literature no evidence could be found to prove theeffectiveness of the Audiblox Programme as a remedial technique. The findings in thisresearch however, cannot be verified with findings from previous investigations.The empirical part of this research was conducted by means of the z-test for relatedgroups. The following hypothesis was tested: the reading and spelling abilities ofRemedial Education learners (RE learners) who are subjected to the AudibloxProgramme in addition to the ordinary Remedial Programme, will improve more thanthat of RE learners who only underwent the Remedial Programme. This hypothesis wastested over the short, as well as the long term.In a companson between the experimental and the control groups, t-d values werecalculated for both reading and spelling. All four of the calculated t-d values are lessthan the critical value and subsequently the nil hypothesis cannot be rejected This meansthat no indication was found that the Audiblox Programme is effective in improving thereading and spelling abilities of RE learners - neither in the short-, nor in the long term.Thus, the supplementary value of Audiblox - as it was implemented in this research _ wasfound to be insignificant.When the Audiblox Programme is classified as process training (as it has been indicatedin this research) these findings do correspond with the majority of research results on thissubject.Due to the practical constraints of this research (resulting, inter alia, in a small sample) itis advisable that this study be repeated, using a much larger sample.

[发布机构] University of the Free State