Increasing Slow Learner Reading Abilities Through Functional Reading : A Single-Case Study on An Elementary School Student

Michelle Torita Shinta Nauli, Lucia RM Royanto

Abstract


This study explored the effectiveness of teaching functional literacy to a 12-year-old slow learner in Indonesia. The participant struggles read words longer than two syllables and struggles to meet academic expectations. This research uses a qualitative approach with the single-subject design using the reversal method or the ABA research design.  Data was collected through three phases: baseline, intervention, and evaluation phases. This study utilizes two sets of flashcards as instruments. The first set consists of pictorial cards displaying twelve common street signs, while the second set contains word cards with the matching names of the signs in Bahasa Indonesia. Each card is printed on a 13 cm by 7 cm flashcard. Over the intervention sessions, the participant demonstrated significant progress in functional reading skills. The data collected was then analyzed using visual analysis. The results indicates that slow learners benefit from frequent, concrete, and visually based learning abilities that aligns for their need for repetition. This study highlights the importance of functional literacy in enhancing independent living skills among slow learners, providing the students with the tool to better navigate their surroundings.


Keywords


Basic Literacy; Functional Literacy; Independent Living Skills; Slow Learner.

Full Text:

PDF

References


Alesi, M., Rappo, G., & Pepi, A. (2015). Emotional Profile and Intellectual Functioning: A Comparison Among Children With Borderline Intellectual Functioning, Average Intellectual Functioning, and Gifted Intellectual Functioning. Sage Open, 5(3), 2158244015589995. https://doi.org/10.1177/2158244015589995

Baglio, G., Blasi, V., Sangiuliano Intra, F., Castelli, I., Massaro, D., Baglio, F., Valle, A., Zanette, M., & Marchetti, A. (2016). Social Competence in Children with Borderline Intellectual Functioning: Delayed Development of Theory of Mind Across All Complexity Levels. Frontiers in Psychology, 7. https://doi.org/10.3389/fpsyg.2016.01604

Brown, L., Jones, S., Troccolo, E., Heiser, C., Bellamy, T., & Sontag, E. (1972). Teaching Functional Reading to Young Trainable Students: Toward Longitudinal Objectives. The Journal of Special Education, 6(3), 237–246. https://doi.org/10.1177/002246697200600306

Chiang, I.-C. A., Jhangiani, R. S., & Price, P. C. (n.d.). Research Methods in Psychology.

Gravetter, F. J., & Forzano, L.-A. B. (2018). Research Methods for the Behavioral Sciences (6th ed.). Cengage Learning.

Hartini, A., Widyaningtyas, D., & Mashluhah, M. I. (2017). LEARNING STRATEGIES FOR SLOW LEARNERS USING THE PROJECT BASED LEARNING MODEL IN PRIMARY SCHOOL. JPI (Jurnal Pendidikan Inklusi), 1(1), 29. https://doi.org/10.26740/inklusi.v1n1.p29-39

Jankowska, A. (2016). Towards a framework for psychological resilience in children and adolescents with Borderline Intellectual Functioning. Polish Psychological Bulletin, 47(3), 289–299. https://doi.org/10.1515/ppb-2016-0035

Jankowska, A., Bogdanowicz, M., & Shaw, S. (2012). STRATEGIES OF MEMORIZATION AND THEIR INFLUENCE ON THE LEARNING PROCESS AMONG INDIVIDUALS WITH BORDERLINE INTELLECTUAL FUNCTIONING. The Official Journal of the Polish Neuropsychological Society, 10(2), 271–290. https://doi.org/10.5604/17307503.1008248

Jankowska, A. M., Takagi, A., Bogdanowicz, M., & Jonak, J. (2014). Parenting style and locus of control, motivation, and school adaptation among students with borderline intellectual functioning. Current Issues in Personality Psychology, 2(4), 251–266. https://doi.org/10.5114/cipp.2014.47448

Mercer, C. D., Jordan, L., Allsopp, D. H., & Mercer, A. R. (1996). Learning Disabilities Definitions and Criteria Used by State Education Departments. Learning Disability Quarterly, 19(4), 217–232. https://doi.org/10.2307/1511208

Niklasson, M., Niklasson, I., & Norlander, T. (2009). Sensorimotor Therapy: Using Stereotypic Movements and Vestibular Stimulation to Increase Sensorimotor Proficiency of Children with Attentional and Motor Difficulties. Perceptual and Motor Skills, 108(3), 643–669. https://doi.org/10.2466/pms.108.3.643-669

Nurgiyantoro, B., Lestyarini, B., & Rahayu, D. H. (2020a). MAPPING JUNIOR HIGH SCHOOL STUDENTS’ FUNCTIONAL LITERACY COMPETENCE. Jurnal Cakrawala Pendidikan, 39(3), 560–572. https://doi.org/10.21831/cp.v39i3.34061

Nurgiyantoro, B., Lestyarini, B., & Rahayu, D. H. (2020b). MAPPING JUNIOR HIGH SCHOOL STUDENTS’ FUNCTIONAL LITERACY COMPETENCE. Jurnal Cakrawala Pendidikan, 39(3), 560–572. https://doi.org/10.21831/cp.v39i3.34061

Özenç, M., & Çarkit, C. (2021). The relationship between functional literacy and problem-solving skills: A study on 4th-grade students. Participatory Educational Research, 8(3), 372–384. https://doi.org/10.17275/per.21.71.8.3

Page, P. (2006). Sensorimotor training: A “global” approach for balance training. Journal of Bodywork and Movement Therapies, 10(1), 77–84. https://doi.org/10.1016/j.jbmt.2005.04.006

Pangestuti, R., Agustiani, H., Cahyadi, S., & Kadiyono, A. L. (2019). Indonesian children‘s readiness for elementary school: A preliminary study to the holistic approach to school readiness. Pedagogika, 132(4), 99–114. https://doi.org/10.15823/p.2018.132.6

Peltopuro, M., Ahonen, T., Kaartinen, J., Seppälä, H., & Närhi, V. (2014). Borderline Intellectual Functioning: A Systematic Literature Review. Intellectual and Developmental Disabilities, 52(6), 419–443. https://doi.org/10.1352/1934-9556-52.6.419

Pulina, F., Lanfranchi, S., Henry, L., & Vianello, R. (2019). Intellectual profile in school-aged children with borderline intellectual functioning. Research in Developmental Disabilities, 95, 103498. https://doi.org/10.1016/j.ridd.2019.103498

Ruhela, R. (2014). The Pain of the Slow Learners.

Sätilä, H., Jolma, L. M., Meriläinen-Nipuli, M., & Koivu-Jolma, M. (2022a). Challenges and Neuropsychological Functioning in Children and Adolescents with Borderline Intellectual Functioning. Children, 9(12), 1847. https://doi.org/10.3390/children9121847

Sätilä, H., Jolma, L. M., Meriläinen-Nipuli, M., & Koivu-Jolma, M. (2022b). Challenges and Neuropsychological Functioning in Children and Adolescents with Borderline Intellectual Functioning. Children, 9(12), 1847. https://doi.org/10.3390/children9121847

Shaw, S. R. (2008). An Educational Programming Framework for a Subset of Students With Diverse Learning Needs: Borderline Intellectual Functioning. Intervention in School and Clinic, 43(5), 291–299. https://doi.org/10.1177/1053451208314735

Shaw, S. R. (2010). Rescuing Students From the Slow Learner Trap.

Tran, T., Nguyen, T. T. T., Le, T. T. T., & Phan, T. A. (2020). Slow learners in mathematics classes: The experience of Vietnamese primary education. Education 3-13, 48(5), 580–596. https://doi.org/10.1080/03004279.2019.1633375

Vágvölgyi, R., Coldea, A., Dresler, T., Schrader, J., & Nuerk, H.-C. (2016). A Review about Functional Illiteracy: Definition, Cognitive, Linguistic, and Numerical Aspects. Frontiers in Psychology, 7. https://doi.org/10.3389/fpsyg.2016.01617

Wanabuliandari, S., Ardianti, S. D., Gunarhadi, G., & Rejekiningsih, T. (2021). Study Analysis of Confidence Level on Slow Learner Students. International Journal of Elementary Education, 5(4), 584. https://doi.org/10.23887/ijee.v5i4.39971




DOI: https://doi.org/10.33394/jp.v11i4.13091

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 The Author(s)

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Jurnal Paedagogy

ISSN: 2722-4627 (Online)

Published by Fakultas Ilmu Pendidikan dan Psikologi (FIPP)

Universitas Pendidikan Mandalika (UNDIKMA)

Email: [email protected]

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.