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Solution focused brief therapy : = Addressing academic, motivational, social and emotional difficulties of older children with reading deficits.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Solution focused brief therapy :/
Reminder of title:	Addressing academic, motivational, social and emotional difficulties of older children with reading deficits.
Author:	Daki, Julia.
Description:	1 online resource (111 pages)
Notes:	Source: Masters Abstracts International, Volume: 48-02, page: 6840.
Subject:	Educational psychology. -
Online resource:	click for full text (PQDT)
ISBN:	9780494535196

Solution focused brief therapy : = Addressing academic, motivational, social and emotional difficulties of older children with reading deficits.
Daki, Julia.

Solution focused brief therapy :Addressing academic, motivational, social and emotional difficulties of older children with reading deficits. - 1 online resource (111 pages)

Source: Masters Abstracts International, Volume: 48-02, page: 6840.

Thesis (M.A.)--McGill University (Canada), 2009.

Includes bibliographical references

This study evaluated the effectiveness of the solution-focused approach in addressing academic, motivational, social and emotional needs of children with reading problems. Fourteen children attending remedial reading programs were matched on age and randomly assigned into the intervention and the control condition. Children's literacy skills, reading motivation and practice, as well as their self-esteem and psychoemotional functioning, were measured before and after the program. The intervention group received five 40 minute solution focused sessions that addressed participants' reading strategies, attitudes and practices. The control group comprised the homework support condition. Effect size analyses were conducted to evaluate the results. Results revealed that children in the intervention group showed growth in their listening comprehension and reading fluency skills at post-test relative to control participants. Furthermore, participants in the intervention condition improved in several aspects of their reading motivation and self-esteem and showed better attitudes to school and a decrease in anxiety at post-test. Children in the control condition increased their spelling and phonological awareness skills and reported an improvement in social self-perceptions and emotional functioning. Results of the study are discussed with reference to the effectiveness of the solution focused approach in addressing the complex array of needs of students with learning disabilities.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780494535196Subjects--Topical Terms:

555103
Educational psychology.
Index Terms--Genre/Form:

554714
Electronic books.

Solution focused brief therapy : = Addressing academic, motivational, social and emotional difficulties of older children with reading deficits.
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245 1 0 $a Solution focused brief therapy : $b Addressing academic, motivational, social and emotional difficulties of older children with reading deficits.
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500 $a Source: Masters Abstracts International, Volume: 48-02, page: 6840.
502 $a Thesis (M.A.)--McGill University (Canada), 2009.
504 $a Includes bibliographical references
520 $a This study evaluated the effectiveness of the solution-focused approach in addressing academic, motivational, social and emotional needs of children with reading problems. Fourteen children attending remedial reading programs were matched on age and randomly assigned into the intervention and the control condition. Children's literacy skills, reading motivation and practice, as well as their self-esteem and psychoemotional functioning, were measured before and after the program. The intervention group received five 40 minute solution focused sessions that addressed participants' reading strategies, attitudes and practices. The control group comprised the homework support condition. Effect size analyses were conducted to evaluate the results. Results revealed that children in the intervention group showed growth in their listening comprehension and reading fluency skills at post-test relative to control participants. Furthermore, participants in the intervention condition improved in several aspects of their reading motivation and self-esteem and showed better attitudes to school and a decrease in anxiety at post-test. Children in the control condition increased their spelling and phonological awareness skills and reported an improvement in social self-perceptions and emotional functioning. Results of the study are discussed with reference to the effectiveness of the solution focused approach in addressing the complex array of needs of students with learning disabilities.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
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650 4 $a Clinical psychology. $3 649607
650 4 $a Reading instruction. $3 1148440
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