Die audiblox-program as aanvullende tegniek tot remediërende onderwys - Van Wyk, Hanmarie (University of the Free State, 1999)
Each school has a significant percentage of learners with learning disabilities who receive Remedial Education in addition to their classroom teaching. There are numerous approaches to the treatment of learning disabilities of which Remedial Education is one. Remedial Education comprises of a number of techniques. The Audiblox Programme is one such technique which is based upon one of the approaches to the treatment of learning disabilities, namely process training. As a process training approach Audiblox is considered by many researchers as a controversial programme. The purpose of this research is to determine the supplementary value of the Audiblox Programme in Remedial Education. If learners who are already receiving Remedial Education undergo the Audiblox Programme at the same time, what effect would this have on their scholastic performance, specifically reading and spelling abilities? A study of the literature was undertaken to find a frame of reference within which this research could be accommodated. The relevant phenomena, i.e. Remedial Education and Audiblox, as well as generally controversial techniques, were defined and investigated. After a thorough analysis of the literature no evidence could be found to prove the effectiveness of the Audiblox Programme as a remedial technique. The findings in this research however, cannot be verified with findings from previous investigations. The empirical part of this research was conducted by means of the z-test for related groups. The following hypothesis was tested: the reading and spelling abilities of Remedial Education learners (RE learners) who are subjected to the Audiblox Programme in addition to the ordinary Remedial Programme, will improve more than that of RE learners who only underwent the Remedial Programme. This hypothesis was tested over the short, as well as the long term. In a companson between the experimental and the control groups, t-d values were calculated for both reading and spelling. All four of the calculated t-d values are less than the critical value and subsequently the nil hypothesis cannot be rejected This means that no indication was found that the Audiblox Programme is effective in improving the reading 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 _ was found to be insignificant. When the Audiblox Programme is classified as process training (as it has been indicated in this research) these findings do correspond with the majority of research results on this subject. Due to the practical constraints of this research (resulting, inter alia, in a small sample) it is advisable that this study be repeated, using a much larger sample.

In elke skool is daar 'n beduidende persentasie leerders met leergestremdhede wat addisionele Remediërende Onderwys saam met hul gewone klaskamer-onderrig ontvang. Daar is verskeie benaderings tot die behandeling van leergestremdhede waarvan Remediërende Onderwys een is. Remediërende Onderwys bestaan uit 'n aantal tegnieke. Die Audiblox-program is een sodanige tegniek en is gebaseer op een van die benaderings in die behandeling van leergestremdhede, naamlik proses-opleiding. As prosesopleidingsbenadering word Audiblox deur 'n groot aantal navorsers beskou as 'n kontroversiële behandel ingsprogram. Die doel van hierdie ondersoek is om te bepaal wat die aanvullende waarde van die Audiblox-program tot Remediërende Onderwys is. Indien leerders wat reeds Remediërende Onderwys ontvang ook terselfdertyd die Audiblox-program deurloop, wat is die effek daarvan op hul skolastiese prestasie en meer spesifiek hul lees- en spelverrnoë? 'n Literatuurstudie is onderneem om 'n verwysingsraamwerk te vind waarbinne die ondersoek geakkommodeer kan word. Die tersaaklike verskynsels, naamlik Remediërende Onderwys en Audiblox sowel as kontroversiële tegnieke oor die algemeen, is omskryf en ondersoek. Na 'n deeglike ontleding van die literatuur kon daar geen bewyse gevind word vir die effektiwiteit van die Audiblox-program as remediërende tegniek nie. Die bevindinge in dié ondersoek kan egter nie geverifieer word aan die bevindinge uit vorige ondersoeke nie. Die empiriese gedeelte van die ondersoek is deur middel van die I-toets vir verwante groepe uitgevoer. Die volgende hipotese is getoets: die lees- en spelvermoë van Remediërende Onderwys-leerders (RO-Ieerders) wat aanvullend tot die gewone Remediërende Onderwys-program ook aan die Audiblox-program onderwerp word, sal vinniger verbeter as dié van RO-Ieerders wat slegs die Remediërende Onderwys-program deurloop het. Hierdie hipotese is oor die kort- sowel as langtermyn getoets. In 'n vergelyking tussen die eksperimentele en kontrolegroepe is, oor die kort- en langtermyn, t-d -waardes bereken vir beide lees en spelling. Al vier die berekende t-d -waardes is kleiner as die kritieke waarde en die nulhipotese kan dus nie verwerp word nie. Dit beteken dat daar geen aanduiding gevind is dat die Audiblox-program doeltreffend is om RO-Ieerders se lees- en spelvermoë te verbeter nie - nie oor die kortóf die langtermyn nie. Audiblox - soos dit in hierdie ondersoek toegepas is - se aanvullende waarde tot Remediërende Onderwys is dus onbeduidend. Wanneer die Audiblox-program as proses-opleiding geklassifiseer word (soos wel in dié ondersoek aangetoon is), kom hierdie bevindinge ooreen met die meerderheid navorsingsresultate oor hierdie onderwerp. As gevolg van praktiese beperkings in die ondersoek (onder andere die klein steekproef) kan aanbeveel word dat hierdie navorsing herhaal word op 'n baie groter steekproef.
Dissertation (M.Soc.Sc. (Psychology))--University of the Free State, 1999
Keywords: Audiblox; Remedial education; Supplementary value; Learning disabilities; Remedial techniques; Process training; Controversial approaches; Learning disabled children -- Education -- South Africa.; Learning disabilities