Thematische Bibliographien / Specific writing and reading difficulties

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Auswahl der wissenschaftlichen Literatur zum Thema „Specific writing and reading difficulties“

Autor: Grafiati

Veröffentlicht am 30. Juni 2021

Zuletzt aktualisiert am 4. Februar 2022

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Zeitschriftenartikel zum Thema "Specific writing and reading difficulties"

Koriakin, Taylor A., und Alan S. Kaufman. „Investigating Patterns of Errors for Specific Comprehension and Fluency Difficulties“. Journal of Psychoeducational Assessment 35, Nr. 1-2 (26.09.2016): 138–48. http://dx.doi.org/10.1177/0734282916669914.

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Although word reading has traditionally been viewed as a foundational skill for development of reading fluency and comprehension, some children demonstrate “specific” reading comprehension problems, in the context of intact word reading. The purpose of this study was to identify specific patterns of errors associated with reading profiles—basic reading difficulties (BRD), reading fluency difficulties (RFD), reading comprehension difficulties (RCD), and typical readers (total n = 821). Results indicated significant differences between the groups on most error factors. Post hoc analyses indicated there were no significant differences between the RFD and RCD groups, but these groups demonstrated different patterns of significant weakness relative to typical readers. The RFD group was weaker in spelling and oral expression whereas the RCD group demonstrated difficulties in writing mechanics and listening comprehension. These findings indicate that comprehension deficits cannot be attributed only to fluency difficulties and that specific reading difficulties may translate to other aspects of achievement.

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Wissinger, Daniel R., und Susan De La Paz. „Effects of Discipline-Specific Strategy Instruction on Historical Writing Growth of Students With Writing Difficulties“. Journal of Learning Disabilities 53, Nr. 3 (07.02.2020): 199–212. http://dx.doi.org/10.1177/0022219420904343.

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This article reports the results from a study investigating the effects of a discipline-specific reading and writing intervention (I3C/PROVE IT!) with fourth and fifth graders. Participants included 237 students with writing difficulties (WD) from an initial pool of 608 upper elementary school students in a larger study. Teachers and students were randomly assigned to I3C/PROVE IT! or business-as-usual conditions and then provided instruction on reading historical documents and writing evidence-based arguments. Findings indicated that over a period of almost 3 months, the historical writing growth trajectories of students with WD in I3C/PROVE IT! classrooms were significantly greater than their peers in business-as-usual classrooms. Significant findings favoring I3C/PROVE IT! students also generalized to domain-general measures. This study provides evidence for the benefits of discipline-specific interventions in social studies for students with WD. Limitations and directions for future research are discussed.

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Asassfeh, Sahail M., Yousef M. Al-Shaboul, Wael Zuraiq und Sabri Alshboul. „Lending Ears to EFL Learners: Language Difficulties“. Australian Educational and Developmental Psychologist 28, Nr. 1 (01.07.2011): 33–46. http://dx.doi.org/10.1375/aedp.28.1.33.

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This study investigates the main English as a Foreign Language (EFL) learning difficulties Jordanian English-major undergraduates encounter from their perspective. For this purpose a questionnaire was developed and administered to 270 (50 male and 220 female) participants. The study addressed the four basic language skills (listening, speaking, reading and writing). The independent variables included gender, grade point average (GPA), and academic major. Ordered according to their difficulty, the skills were speaking, reading, writing and listening respectively. Some specific language learning problems are also discussed. Appropriate conclusions and recommendations are provided accordingly.

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GUARINI, ANNALISA, ALESSANDRA SANSAVINI, CRISTINA FABBRI, SILVIA SAVINI, ROSINA ALESSANDRONI, GIACOMO FALDELLA und ANNETTE KARMILOFF-SMITH. „Long-term effects of preterm birth on language and literacy at eight years“. Journal of Child Language 37, Nr. 4 (24.08.2009): 865–85. http://dx.doi.org/10.1017/s0305000909990109.

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ABSTRACTThe aims of this study were to investigate whether specific linguistic difficulties in preterm children persist at eight years and to examine the interrelationships between language and literacy in this population, compared with a control group of full-term children. Sixty-eight monolingual Italian preterms and 26 chronologically matched controls were recruited. Language (grammar comprehension, lexical production and phonological awareness), literacy (reading comprehension, reading and writing) and general cognitive development were investigated. Results showed no general delay in preterms, but slight difficulties in specific linguistic abilities (grammar, lexicon, phoneme synthesis and deletion of the first syllable), more difficulties in literacy (speed in reading and accuracy in writing) and certain correlations among competencies turning out to be different from the control group. In conclusion, our study established that a partially atypical trajectory emerged in preterms, showing specific long-term effects of preterm birth on language and literacy development.

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De Santiago Herrero, F. J., D. M. García-Mateos, I. Arconada Díez, C. Torres Delgado und A. M. Trigo Bensusan. „Significance of oral language delays and writing for early detection of developmental disorders“. European Psychiatry 41, S1 (April 2017): S435. http://dx.doi.org/10.1016/j.eurpsy.2017.01.426.

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IntroductionThe study of the oral and written language delayed at the school makes possible the early detection of scholar, behavioral and psychiatric disorders. These difficulties could affect to the personal and professional development.ObjectivesTo confirm the relationship between language oral and written delayed for the early detection of developmental disorders.MethodA sample of 350 subjects among 5 and 23 years of age is analyzed with oral and/or written language difficulties. It is studied diagnosis, gender, age, reason for treatment, grade and submitter.ResultsThe specific learning disabilities (SLD) request a 62.3% of the treatment among 7–10 years. The percentages of SLD are: reading comprehension difficulties (17.4%), dysorthography (13.4%), reading fluency and reading comprehension difficulties (12.9%), reading fluency (11.7%) and, dysorthography and reading fluency (6.9%). There exist percentage differences between repeaters (39.4%) and no repeaters (22.9%) students with DALE. The oral/written language provides the early detection of Intellectual disabilities (8.6% of the simple). The relation between the reason for treatment and diagnosis do not coincide: the consults was 3.7% for oral language delay, 2.6% for reading comprehension difficulties, 1.4% for dysorthography and 0.9% for reading fluency. The school demand more treatment (50.9%), next to medical centers (22.3%) and family initiative (15.7%).ConclusionsThe oral/written language delayed – especially the reading comprehension difficulties – are a good early detection for the developmental disorders (intellectual disabilities minor, SLD and TDAH at the primary stage). There is more percentage of boys than girls (2:1) with language delayed, except at Intellectual disabilities, because there is an identical percentage (4.3%).Disclosure of interestThe authors have not supplied their declaration of competing interest.

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Mackie, Clare, und Julie E. Dockrell. „The Nature of Written Language Deficits in Children With SLI“. Journal of Speech, Language, and Hearing Research 47, Nr. 6 (Dezember 2004): 1469–83. http://dx.doi.org/10.1044/1092-4388(2004/109).

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Children with specific language impairment (SLI) have associated difficulties in reading decoding and reading comprehension. To date, few research studies have examined the children's written language. The aim of the present study was to (a) evaluate the nature and extent of the children's difficulties with writing and (b) investigate the relationship between oral and written language. Eleven children with SLI were identified (mean age = 11 years) and were compared with a group of children matched for chronological age (CA; mean age = 11;2 [years;months]) and language age (LA; mean CA = 7;3). All groups completed standardized measures of language production, writing, and reading decoding. The writing assessment revealed that the SLI group wrote fewer words and produced proportionately more syntax errors than the CA group, but they did not differ on a measure of content of written language or on the proportion of spelling errors. The SLI group also produced proportionately more syntax errors than the LA group. The relationships among oral language, reading, and writing differed for the 3 groups. The nature and extent of the children's written language problems are considered in the context of difficulties with spoken language.

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Hardiyanti, Rizki. „Analysis on the Difficulties Faced by a Bilingual Child in Reading and Writing“. Advances in Language and Literary Studies 8, Nr. 4 (31.08.2017): 43. http://dx.doi.org/10.7575/aiac.alls.v.8n.4p.43.

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Bilingual child ability in two languages is become popular issue in the comparison of those two languages. In this paper, the Indonesian bilingual child has parent, school and course using English actively, then his environment using Bahasa Indonesia. This research was conducted to measure ability and difficulties faced by bilingual child in reading and writing in two languages Bahasa Indonesia- English. This journal applied a qualitative research design. Qualitative research is stated as naturalistic study that has the natural setting, as the direct source of data and the researcher is the key instrument (Bogdan and Biklen, 1992). To specify the design in this journal, this qualitative method was used to analyze a specific person of Bilingual Child. The data were taken from observation, interview, video recording of the child’s reading the English and Bahasa Indonesia textbook story and written test of the child’s writing the English and Bahasa Indonesia summary of textbook story. In both English and Bahasa Indonesia, the reading difficulties appear related to pronunciation, intonation, expression and word stress and the writing difficulties appear related to relevance, organization, vocabulary and grammar.

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Sari, Rita Karmila, Adhityo Kuncoro und Fajar Erlangga. „NEED ANALYSIS OF ENGLISH FOR SPECIFIC PURPOSES (ESP) TO INFORMATIC STUDENTS“. JEELL (Journal of English Education, Linguistics and Literature) 5, Nr. 2 (23.02.2019): 26. http://dx.doi.org/10.32682/jeell.v5i2.986.

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The aim of the research is to find out 1) the aims of students to learn English; 2) the aspects of English students want to learn, 3) the purpose of learning four English language skills namely reading, writing, speaking, and listening, and 4) the difficulties students face when learning English. This research employs a descriptive analysis method with a qualitative approach. The respondents consist of students taken from six regular classes in an informatics study program. The data are obtained by distributing questionnaires. The result of the research indicates that 1) the main aim of students to learn English is for the needs for finding a job; 2) the students want to learn all aspects of language, especially reading; 3) the students’ main difficulties when learning English are limited vocabulary and insufficient understanding of grammar.

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Arduini, Rodrigo Genaro, Simone Aparecida Capellini und Sylvia Maria Ciasca. „Comparative study of the neuropsychological and neuroimaging evaluations in children with dyslexia“. Arquivos de Neuro-Psiquiatria 64, Nr. 2b (Juni 2006): 369–75. http://dx.doi.org/10.1590/s0004-282x2006000300004.

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We analyzed retrospectively the neuroimaging exams of children with a confirmed diagnosis of dyslexia and correlated our findings with the evaluation of higher cortical functions. We studied 34 medical files of patients of the Ambulatory of Neuro-difficulties in Learning, FCM/UNICAMP. All of them had been sent to the ambulatory with primary or secondary complaints of difficulties at school and were submitted to neuropsychological evaluation and imaging exam (SPECT). From the children evaluated 58.8% had exams presenting dysfunction with 47% presenting hypoperfusion in the temporal lobe. As for the higher cortical functions, the most affected abilities were reading, writing and memory. There was significance between the hypoperfused areas and the variables schooling, reading, writing, memory and mathematic reasoning. The SPECTs showed hypoperfusion in areas involved in the reading and writing processes. Both are equivalent in terms of involved functional areas and are similar in children with or without specific dysfunctions in neuroimaging.

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Asbjørnsen, Arve E., Lise Øen Jones, Ole Johan Eikeland und Terje Manger. „Can a Questionnaire Be Useful for Assessing Reading Skills in Adults? Experiences with the Adult Reading Questionnaire among Incarcerated and Young Adults in Norway“. Education Sciences 11, Nr. 4 (29.03.2021): 154. http://dx.doi.org/10.3390/educsci11040154.

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Background: Good screening tools can be of immense value in educational counselling for adults. We report two studies where we explored the factor structure and discriminative power of the Adult Reading Questionnaire (ARQ) in different samples of young adults at risk for reading impairments. Method: The ARQ was designed to screen for literacy skills with low resource requirement. The instrument includes 11 questions regarding reading and writing skills and 6 questions regarding attention deficits and hyperactivity. The first study included of 246 undergraduate students. One-third of the sample were under assessment of specific learning impairments/dyslexia. The second study included 1475 incarcerated adults, where 1 in 4 reported specific reading impairments. Results: Principal Component Analyses (PCA) with varimax rotation returned four components for the participants in Study 1: Reading skills, Reading habits, Attention, and Hyperactivity. For the incarcerated sample in Study 2, the analysis returned three components, as the Attention and Hyperactivity items were combined. Conclusion: The ARQ is useful for identifying individuals at risk for dyslexia with acceptable measures of sensitivity and specificity, as well as for identifying those who report difficulties with reading and writing but have not been assessed for their difficulties earlier. The increased prevalence of attention-deficit/hyperactivity disorder (ADHD) seen among incarcerated adults must be considered when screening for reading problems as it may confound the scores on reading questionnaires.

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Dissertationen zum Thema "Specific writing and reading difficulties"

Lind, Tanja. „Klarspråk i beslutsbrev : En receptionsstudie av hur läsare med respektive utan läs- och skrivsvårigheter förstår och upplever två versioner av ett bygglovsbeslut“. Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-67998.

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This case study uses a reading comprehension test and interviews to investigate how readers with and readers without reading or writing difficulties understand and perceive a decision on building permission in two versions: an original version and a version revised in accordance with the recommendations in a guide to plain language, Klarspråkstestet för beslut. The aim is to contribute to usage guidance on adjusting texts for people with reading and writing difficulties and to study how comprehension and perception differ between those who have reading and writing difficulties and a control group. The study includes twelve participants, half of them with reading and writing difficulties. The theoretical framework of the study is plain language based on adequate simplifications and explanations for the intended recipient. The result shows that there were differences between the groups’ mean scores on comprehension questions when they have read the decision in the original form, but there were no longer any differences between the groups when they had read the version in plain language. Just two people answered all the questions on the reading comprehension test correctly. One of the reasons for this may be that decisions on building permission are a type of decision that can be difficult to understand. Revising such decisions in accordance with the recommendations of the Swedish Language Council can facilitate reading comprehension, but does not automatically mean that the content is correctly understood or that the decision is perceived as being sufficiently adapted to the reader’s perspective. The result of the reading perception test shows that most participants were more positively disposed towards the plain language version of the decision. Another result is that there is a tendency for the last text the informants read to be perceived as better. All the informants’ responses to the questions on perception show that they want to find answers to their questions early in the text. The participants with reading and writing difficulties think that the technical terms should be explained in detail, while the informants without reading and writing difficulties think that these words are sufficiently well explained. The viewpoints expressed about the content show that the informants have different reading goals.

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Bergfride, Malin. „Vi tvingar inte rörelsehindrade att hoppa bock i gymnastiksalen, men vad gör vi med elever med läs- och skrivsvårigheter?“ Thesis, Södertörn University College, Lärarutbildningen, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-779.

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The aim of this essay is to examine how students in 6-9 grade with reading and writing difficulties are treated and supported by teachers and staff at Ideskolan, a community school north of Stockholm. I have chosen to answer the following question:

- How does Ideskolan cope with and support students with reading and writing difficulties

This has in turn generated the following questions:

- How is special education organized at Ideskolan?

- Is a diagnose always needed in order to deploy extra support?

The method I have employed is observation while participating, together with informal talks and interviews. I have visited Ideskolan twice, one week at the time. The material that the visits have generated is the foundation of the essay, supported by previous research in the field.

The essay clarifies what right to special support students have according to law, regulations, curriculum and teaching plans and what they look like in reality at Ideskolan. This paper questions why schools focus on the individual student in these matters instead on the schools organisation and way of working. It might not automatically be the students’ difficulties with reading and writing that limits their continued learning, but rather the schools attitude towards students with special needs. Some ways of working might minimize the difficulties while some can increase them. If so, perhaps a change is in order?

The essay also discusses the role of the special teacher – should she be supporting the students or her colleagues, or both. It also discusses if the teacher training should evolve to better suite the need to handle students with reading and writing difficulties.

Even though Ideskolan recognizes the fact that two – three students in each class suffers with reading and writing difficulties the support to these students are inadequate. The school can excuse it self by saying that there is no “right way to go”, for each student with reading and writing difficulties are unique and there for require different support.

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Eliassi, Kobra. „Skrivsvårigheter hos flerspråkiga elever. : En systematisk litteraturöversikt över orsaker, identifiering och pedagogisk praktik“. Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-106185.

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Syftet med denna studie är att ge en översikt över forskning om skrivsvårigheter hos flerspråkiga elever. Forskningsfrågorna som besvaras i studien är vilka orsaker som ligger bakom skrivsvårigheter hos flerspråkiga, hur orsakerna till skrivsvårigheter hos flerspråkiga identifieras och hur den pedagogiska praktiken kan utformas för att stötta flerspråkiga elever med skrivsvårigheter. För att besvara dessa forskningsfrågor har jag gjort systematiska sökningar efter relevant forskningslitteratur och därefter kritiskt granskat och sammanställt sex forskningsartiklar. Forskningen visar att det kan finnas flera orsaker till skrivsvårigheter hos flerspråkiga. Orsakerna kan kopplas till såväl bristande språkfärdighet i andraspråket som dyslexi, men svårigheterna kan också bero på annan funktionsnedsättning och psykosociala faktorer. Vidare visar forskningen att identifiering av skrivsvårigheter hos flerspråkiga kan vara problematisk eftersom det kan vara svårt att bedöma om flerspråkiga elevers läs- och skrivsvårigheter beror på tillägnandet av andraspråket eller om det är dyslexi eller andra kognitiva eller kulturella problem som är orsaken. I forskningen betonas att lärarens kompetens är den mest betydelsefulla faktorn för en gynnsam läs- och skrivutveckling i skolan.

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Blakkisrud, Sara. „Läs-och skrivsvårigheter/dyslexi : -nu och förr“. Thesis, Karlstad University, Faculty of Arts and Education, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-683.

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Abstract

The purpose with this essay is to get an insight on how the school has changed over the past years in terms of reading- and writing difficulties/dyslexia. In the literature studies I mention reading- and writing difficulties and the reasons why some people get these problems. Further on in the literature study it is written about what the education act and the curriculum say about the school’s duties towards pupils in need of special support.

The result contains interviews with one language pedagogue and one special pedagogue who work in two different municipalities. In addition I interviewed two former pupils who went to school 15-20 years ago.

I came to the conclusion that today’s schools have changed to the better for the pupils with difficulties. During the 1990’s the problems around dyslexia was getting attention in the society. This made the school more aware about reading- and writing difficulties/dyslexia and gave them more knowledge about the difficulties.

Sammandrag

Syftet med denna uppsats är att få en inblick i hur skolan har förändrats under de senare åren vad gällande elever med läs- och skrisvårigheter/dyslexi. I litteraturgenomgången tas läs- och skrivsvårigheter/dyslexi upp och vad det finns för bakomliggande orsaker till varför vissa personer får dessa svårigheter. Vidare står det om vad skollagen och läroplanen säger om skolans skyldigheter till att hjälpa elever i behov av särskilt stöd.

Undersökningen som behandlades i resultatet omfattade intervjuer med en språkpedagog och en specialpedagog som är verksamma i två olika kommuner samt intervjuer med två före detta elever med dyslexi som gick i skolan för cirka 15-20 år sedan.

Resultatet av undersökningen visade på att dagens skola har förändrats till det bättre för elever med dessa svårigheter. Under 1990-talet uppmärksammades dyslexiproblematiken i samhället vilket gjorde att skolan blev mer medveten och fick kunskap om läs- och skrivsvårigheter/dyslexi.

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Rais, Ing-Marie, und Anna Blomqvist. „Läs- och skrivsvårigheter : Elevers upplevelser av sin studiesituation på gymnasieskolans yrkesförberedande program“. Thesis, Linnéuniversitetet, Institutionen för teknik, TEK, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-8677.

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Den här studien vill synliggöra elever med läs- och skrivsvårigheter och deras situation på yrkesförberedande gymnasieprogram. Studien är baserad på kvalitativa halvstrukturerade intervjuer med kvinnliga elever som studerar vid yrkesförberedande gymnasieprogram. Resultatet belyser det stöd och bemötande som eleverna upplever från skola, familj och kamrater. Ett tydligt resultat i denna studie är brist på information från lärare till elever om tillgängliga kompenserande hjälpmedel. I slutsatsen presenteras förslag på utvecklingsprojekt mellan berörda parter i skolan för att förbättra måluppfyllelsen för elever i behov av särskilt stöd.

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Stenberg, Christel, und Nina Fjeldly. „"Spindeln i nätet och nageln i ögat" : Speciallärares kartläggning och identifikation av nyanlända elever med troliga specifika språk-, skriv- och lässvårigheter“. Thesis, Malmö universitet, Institutionen för skolutveckling och ledarskap (SOL), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-44266.

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Syfte och frågeställningar Examensarbetets syfte är att bidra med kunskaper om hur några speciallärare kartlägger och identifierar nyanlända elever i grund- och gymnasieskolan med troliga specifika språk-, skriv- och lässvårigheter, såsom språkstörning och dyslexi, till skillnad från mer vanliga andraspråkssvårigheter som uppstår i mötet med det nya språket. Vi vill lyfta några speciallärares uppfattningar och beskrivningar om kartläggning till ytan och öka förståelsen hos berörda aktörer inom och utanför skolan. Målet är att utveckla och stärka de rutiner som omgärdar speciallärares befintliga arbete med denna elevgrupp så att nyanlända i behov av särskilt stöd bereds större möjlighet till specialpedagogiskt stöd. Examensarbetet är ett litet bidrag till ett mycket större forskningsfält som handlar om att främja inkludering och motverka utanförskap. Våra frågeställningar är: - Hur får speciallärare kännedom om nyanlända elever med språksvårigheter? - Vilka metoder och verktyg använder sig speciallärare av för att identifiera nyanländamed troliga specifika språk-, skriv- och lässvårigheter? - Vad krävs för att en nyanländ elev med språksvårigheter ska få specialpedagogiskt stöd? Teori Resultatet speglas mot den sociokulturella teorin samt kritiskt- och dilemmaperspektiv. Metod Metodansatsen är en kvalitativ intervjustudie med en fenomenologisk ansats. Datainsamlingsmetoden består av semistrukturerade intervjuer med företrädesvis speciallärare med, mer eller mindre, erfarenhet av arbete med nyanlända elever. Analysmetoden är en kvalitativ innehållsanalys. Resultat Examensarbetets resultat visar på vikten av att rektor/skolan/huvudman har rutiner runt de nyanlända och flerspråkiga eleverna. Det visar dessutom att speciallärare måste inse sin betydelse och definiera sin roll i de nyanlända och flerspråkiga elevernas lärmiljöer för att möjliggöra för elevgruppen att få specialpedagogiskt stöd vid behov. Samverkan på olika nivåer, i och utanför skolans organisation, och dialogen aktörer emellan är själva motorn i speciallärares arbete med att identifiera nyanlända elever med troliga specifika språk-, skriv- och lässvårigheter. Att vara en “spindel i nätet” mellan olika aktörer och “en nagel i ögat” på ledningen med stöd av forskning. Likställt är de materiella verktyg, eller artefakter, som speciallärare använder sig av för att kartlägga elevernas svårigheter och behov. I relation till testmaterial har examensarbetet synliggjort att det i nuläget inte finns några flerspråkiga språktest som är helt tillförlitliga. Det finns därför inga skäl för speciallärare, rektorer med flera att invänta en eventuell logopedutredning om det enda skälet är att eleven ska tillhandahålla specialpedagogiskt stöd som den enligt Skollagen (SFS 2010:800) är berättigad till oavsett. Det får som konsekvens att om en nyanländ elev, efter en kartläggning/bedömning med hänsyn tagen till dess första- och andraspråk, tycks ha specifika svårigheter ska ett specialpedagogiskt stöd ges! Specialpedagogiska implikationer Specialpedagogiska implikationer berör framförallt avsaknaden av tillförlitliga flerspråkiga språktester. Forskningen visar att en specifik svårighet inte är isolerad till ett språk utan visar sig på/i samtliga språk. Den visar också att desto tidigare en svårighet identifieras och adresseras desto tidigare kan adekvata insatser sättas in. Avsaknad av rutiner kring den specialpedagogiska verksamheten i ärende som rör nyanlända är dessutom en källa till frustration som flera informanter förmedlar. Denna pedagogiska sårbarhet (Bruce, 2018), där vänta-och-se-attityder, nån-annan-ism och låga förväntningar förekommer, försätter eleven i språklig sårbarhet (Bruce, a.a). Samtal på olika nivåer i verksamheten, med varje nyanländ elevs bästa för ögonen, är därför av avgörande betydelse. Skolverkets obligatoriska ”Kartläggning av nyanlända elevers kunskaper” är att betrakta som ett viktigt underlag för dessa samtal. Det är således dags att uppdatera de rutiner som håller tillbaka och fördröjer insatser som skulle kunna stötta elevgruppens språk- och kunskapsutveckling.

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MONAUNI, ANNA. „DIFFERENZIAZIONE DIDATTICA E ALUNNI BILINGUI FIGLI DI MIGRANTI CON POSSIBILI DISTURBI SPECIFICI DELL'APPRENDIMENTO“. Doctoral thesis, Università Cattolica del Sacro Cuore, 2021. http://hdl.handle.net/10280/95895.

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Due sono le constatazioni di base che guidano questo elaborato: la complessità che caratterizza le odierne classi richiede agli insegnanti di differenziare la proposta didattica; spetta al docente saper individuare eventuali difficoltà di apprendimento e/o disturbi specifici (DSA) al fine di favorire un percorso scolastico rispettoso delle peculiarità di ciascuno. Cosa succede, però, quando lo studente con DSA è di origine migratoria ed è bilingue? Il disturbo ha reali basi neurobiologiche o è piuttosto correlato alle fatiche di veicolare l’apprendimento attraverso una lingua diversa da quella parlata in ambito familiare? Il dato da cui partire è quello rilevato in letteratura in merito alla scarsità, in ambito nazionale, di test clinici per DSA strutturati e standardizzati su chi parla più di una lingua. Da ciò consegue la necessità di implementare un’azione a monte, al fine di migliorare l’appropriatezza degli invii ai Servizi Sanitari o agli Enti accreditati: un percorso da attuare con il personale docente. A questo scopo l’indagine intende favorire tra gli insegnanti una corretta informazione circa la distinzione tra disturbo specifico dell’apprendimento e difficoltà di letto-scrittura in alunni bilingui figli di migranti. Inoltre, l’insegnante è chiamato ad appropriarsi di una forma mentis capace di cogliere in maniera attenta e rispettosa le peculiarità di ciascun allievo, unico nella sua arricchente diversità: un insegnante flessibile, disposto a sperimentare una didattica di tipo differenziato.
This thesis is based on two fundamental observations: nowadays classes are becoming ever more complex and diverse. Therefore, teachers must diversify the didactic proposal. It’s up to the educator to identify any learning difficulties and / or learning disabilities (LD), in order to favor a scholastic path that respects the peculiarities of each pupil. What happens, however, when the students with LD come from an immigrant family and they are bilingual? Does the disorder really have a neurobiological bases? Or is it rather related to the effort of learning through a language that is not the native language for the children? The starting point is the one found in literature regarding the national scarcity of clinical tests for LD structured and standardized on those who speaks more than one language. For these reasons it is needed an upstream action, in order to make the advice of teachers more specific towards those children with difficulties who have to undertake a diagnostic assessment process. That is why it is important to encourage greater awareness among teachers and correct information about the difference between specific learning disabilities and reading-writing difficulties in bilingual learners with a migrant background. Furthermore, the inclusive teacher must have a mindset aimed at knowing in a careful and respectful way the peculiarities of each student. Every child is unique in its enriching diversity: we need a flexible teacher, motivated to implement the differentiated instruction.

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Wäring, Carolina. „Läs- och skrivsvårigheter : En kvalitativ studie om hur grundskollärare i åk 2 och 3 arbetar med läs- och skrivsvårigheter“. Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-67584.

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Syftet med denna studie är att undersöka hur grundskollärare i årskurs 2 och 3 arbetar med läs- och skrivsvårigheter. Samt att undersöka vad grundskolan kan ge för resurser för att hjälpa dessa elever. Materialet till denna studie har samlats in med hjälp av den kvalitativa metoden intervju. Under intervjun har jag tagit hjälp utav en föreställningskarta. En föreställningskarta är ett redskap som skapar en lättare förståelse för respondenten. Det blir djupare svar och jag som intervjuar blir en bättre lyssnare. Jag har intervjuat fyra stycken grundskollärare från årkurs 2 och 3 samt en rektor från en grundskola. Resultaten av denna studie tyder på att lärarens kompetens, metoder och skolans resurser är av stor vikt kring elever med läs- och skrivsvårigheter.
The purpose of this study is to investigate how primary school teachers in grades 2 and 3 work with pupils with reading and writing difficulties, and what resources primary school can provide to assist these students. To answer this purpose, I conducted a qualitative interview method, the performance map. This is a tool that creates a broader understanding of respondents. The answers will be more profound and the interviewer will be a better listener. I have interviewed four primary school teachers from grade 2 and 3, as well as a principal, all from the same primary school. The results of this study indicate that the teacher`s competence, reading and writing methods and school resources are of great importance when working with students who has reading and writing difficulties.

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Peters, Sandra Jane. „Reading recovery and children's writing : developing the writing of children with literacy learning difficulties“. Thesis, University College London (University of London), 1998. http://discovery.ucl.ac.uk/10006606/.

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This thesis comprises a three-part longitudinal study of a one-to-one literacy intervention programme for children having difficulty reading and writing after one year at school. The programme, named Reading Recovery and founded by Marie Clay, consists of daily half-hour lessons taught by a teacher trained to diagnose and support children's problem-solving approaches to reading and writing. Children's writing development in Reading Recovery is the main focus of this thesis. The first two sections of the thesis review writing development, the Reading Recovery programme, and scaffolding. The third section presents a year long comparison of Reading Recovery children's writing with the writing from a comparison group of children who scored equally low on a battery of tests but who did not receive tutoring. Writing samples from classroom activities were collected from children in both groups, divided into four phases through the year and were scored on a scale by two raters. Statistical analyses showed improved performance by children in Reading Recovery on five dimensions of writing criteria with six levels of attainment. This development emerged in the latter part of the year and indicates that Reading Recovery children successfully transfer their increasing ability and independence to other writing events where the Reading Recovery teacher is not present to provide intensive support. This section also includes the second empirical study, an investigation into children's views on literacy. An interview on writing and reading was conducted with children in both groups at the end of the longitudinal studies. Findings indicated a greater metalinguistic awareness and level of sophistication of word awareness and analysis in the Reading Recovery children's approach to print. The fourth section of the thesis explores the interactive structure of Reading Recovery lessons. Clay claims the programme is consistent with the principles ofVygotsky's theory on the acquisition of cultural tools. More specifically Clay and Cazden (1990) have shown how the features of Reading Recovery lessons exemplify the scaffolding of learning based on assessment of each child's current reading strategies and techniques for moving the child towards independence in writing and reading. In this year-long observation, Reading Recovery lessons were studied using a sample of 17 children taught by seven trained teachers. The writing episodes of the lessons were qualitatively analysed. Teacher utterances were categorised and text-generation topics and styles, talk-cycles and rehearsal routines were identified. These are discussed in the light of the scaffolding literature. Although the writing episodes conformed to many aspects of scaffolding, some reconceptualisation is necessary to take account of the dynamic nature of literacy learning in contrast with scaffolding within brief, experimental tasks. In the light of the findings from the three studies and drawing them together, teaching and learning strategies are discussed, the importance of the process of learning to write is emphasised and recommendations for further research are made.

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Solagha, Omta Zoi. „Writing Difficulties in the Swedish ESL-Classroom : How teachers of English deal with students’ writing difficulties“. Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-94207.

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This study covers a research within the area of writing difficulties in the ESL classroom (English as second language). This essay aims to look at teachers’ attitudes towards working with writing difficulties and also how teachers deal with this issue in the classroom. The data for this study was collected through the qualitative method; interviews and observations. The informants who participated in this study are English teachers, working in year 7-9. The observations were conducted during the informants’ lessons. Previous research has also been used in this study in order to establish the teachers’ work within writing. The study shows that the teachers feel that it is challenging to work with students who have writing difficulties, since those students might be unmotivated. However, the informants believe that teachers need to motivate their students to write more, in order to achieve development. Moreover, the study shows that teachers do not use any specific method when working with writing, instead they try to see what the students have difficulties with, and subsequently find solutions based on the individual’s needs.

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Bücher zum Thema "Specific writing and reading difficulties"

Reason, Rea. Learning difficulties in reading and writing: A teacher's manual. Windsor, Berkshire: NFER-Nelson, 1986.

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Reason, Rea. Learning difficulties in reading and writing: A teacher's manual. London: NFER-Routledge, 1992.

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Lipson, Marjorie Y. Assessment and instruction of reading and writing difficulties: An interactive approach. 4. Aufl. Boston: Pearson, 2009.

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Lipson, Marjorie Y. Assessment and instruction of reading and writing disability: An interactive approach. 2. Aufl. New York: Longman, 1997.

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Raiesi, Noor M. Cross-cultural pragmatic failure with specific reference to Baluchi speakers of English. Salford: University of Salford, 1989.

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Raiesi, Noor M. Cross-cultural Pragmatic failure with specific reference to Baluchi speakers of English. Salford: University of Salford, 1989.

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Reason, Rea. Learning difficulties in reading and writing. Windsor, Berkshire: NFER-Nelson, 1986.

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Gunning, Thomas G. Assessing and correcting reading and writing difficulties. 3. Aufl. Boston, MA: Pearson/Allyn And Bacon, 2006.

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Gunning, Thomas G. Assessing and correcting reading and writing difficulties. Boston: Allyn and Bacon, 1998.

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Gunning, Thomas G. Assessing and correcting reading and writing difficulties. 4. Aufl. Boston: Allyn & Bacon, 2009.

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Buchteile zum Thema "Specific writing and reading difficulties"

Leong, Che Kan. „Reading and Reading Difficulties in a Morphemic Script“. In Reading and Writing Disorders in Different Orthographic Systems, 267–82. Dordrecht: Springer Netherlands, 1989. http://dx.doi.org/10.1007/978-94-009-1041-6_16.

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Caramazza, Alfonso. „General to Specific Access to Word Meaning: A Claim Reexamined“. In Issues in Reading, Writing and Speaking, 167–87. Dordrecht: Springer Netherlands, 1991. http://dx.doi.org/10.1007/978-94-011-3740-9_5.

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Campbell, Tom. „The Problem of Producing Literate Subjects: Education and Specific Reading Difficulties“. In Dyslexia, 179–211. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137297938_7.

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Martin, John Henry. „The Writing to Read System and Reading Difficulties: Some Preliminary Observations“. In Understanding Learning Disabilities, 159–63. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4684-4910-5_14.

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Bogdanowicz, Marta. „Therapeutic Care of Children with Reading and Writing Difficulties in Poland“. In Understanding Learning Disabilities, 263–67. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4684-4910-5_23.

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Wilson, Tanya, und Kelly Allen. „Specific Learning Disorder with Impairment in Reading and Writing Expression“. In The Elements of Psychological Case Report Writing in Australia, 115–27. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781351258043-14.

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Drach, Willi, und Eduard W. Kleber. „Legasthenia in German Speaking Countries: Concept and Research in Reading-Writing Difficulties“. In Understanding Learning Disabilities, 245–56. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4684-4910-5_21.

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Alja’am, Jihad Mohamad, Moutaz Saleh, Dominic Massaro und Mohamad Eid. „MOALEM: An Assistive Platform for Children with Difficulties in Reading and Writing Arabic“. In Recent Trends in Computer Applications, 251–66. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-89914-5_15.

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Selikowitz, Mark. „Reading“. In Dyslexia and Other Learning Difficulties. Oxford University Press, 1993. http://dx.doi.org/10.1093/oso/9780192622990.003.0011.

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Specific reading difficulty is the best known, and best studied, form of specific learning difficulty. This is the condition that many refer to as ‘dyslexia’. We will define specific reading difficulty as a significant, unexplained delay in reading in a child of average, or above average, intelligence. A significant delay is usually defined as a reading level more than two standard deviations below the mean for the child’s age (see Chapter 1, p. 5 for the explanation of this term). Specific reading difficulty is, therefore, a form of specific learning difficulty where reading is the particular learning skill affected. Other forms of specific learning difficulty may also be present, particularly spelling, writing, and spoken language difficulties. It should be noted that the diagnosis of specific reading difficulty is based on the degree of delay in reading, rather than on the particular type of errors that the child makes. Much has been made of certain characteristics of children’s reading, such as difficulty in distinguishing ‘b’ from ‘d’, reluctance to read aloud, a monotonous voice when reading, and a tendency to follow the text with the finger when reading. There is nothing diagnostic about these characteristics. They are seen in many children when they first start learning to read (and some are seen in adults when they learn to read a foreign language). The diagnosis of specific reading difficulty should only be made after a comprehensive assessment of intellectual and reading ability, and an exclusion of other causes of poor reading attainment (see Chapter 2). . . . How common is specific reading difficulty? . . . The best evidence for the existence of specific reading difficulty as an entity is given by the results of a study by Professor Michael Rutter and his colleagues, who tested 9–10-year-olds on the Isle of Wight. They first tested the children to determine their intelligence and reading ability. They then studied all the children whose reading was significantly behind that of their peers and found that these could be divided into two groups: those where the delayed reading could be explained by low intelligence and a second group where the children were of normal intelligence and the reading difficulty could not be explained.

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Selikowitz, Mark. „Writing“. In Dyslexia and Other Learning Difficulties. Oxford University Press, 1993. http://dx.doi.org/10.1093/oso/9780192622990.003.0013.

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When David was 12 years old it became apparent that he was having significant difficulty writing. He struggled on, but his writing did not improve and he was regularly having his work returned by teachers because it was illegible. If he tried to write painstakingly slowly he could produce work that was barely legible, but there was not enough time to do this during examinations. David was very intelligent, an avid reader, an excellent debater, and good at sports. He was well coordinated in every manual task except writing, and was physically healthy. No cause for his difficulty could be found. At high school and university, he was given permission to type his examination papers and obtained excellent results. He is now a professor of law. He still cannot write legibly, but has had many papers and a number of books published. He uses a combination of dictation and typing instead of writing. This chapter deals with the mechanics of handwriting, that is, the formation of letters and their arrangement on the page. In contrast with disorders of reading and spelling, such difficulties have received little attention. This is partly because writing is a skill that cannot be easily evaluated by standardized tests, and partly because significant impairment of writing skill seems to be relatively uncommon. Unfortunately, this lack of knowledge means that children with specific writing difficulty are often misunderstood and maligned. Assessment of writing should form part of a comprehensive assessment, as described in Chapter 2. It is impossible to score a sample of writing in a precise way. In practice, samples of writing are usually evaluated by an experienced tester. Three samples of writing are obtained: a passage of free composition on a particular topic, a piece of dictation, and a copy of some printed material. In the case of the free composition, the child is usually given a limited amount of time, such as five minutes. In the other two tests, he is timed to see how long he takes.

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Konferenzberichte zum Thema "Specific writing and reading difficulties"

Mølster, Terje. „WHAT ABOUT ICT FOR STUDENTS WITH READING AND WRITING DIFFICULTIES?“ In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1370.

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Lama, Alma. „Developing English writing skills for students with specific learning difficulties“. In University for Business and Technology International Conference. Pristina, Kosovo: University for Business and Technology, 2018. http://dx.doi.org/10.33107/ubt-ic.2018.123.

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Iacobescu, Gabriela Eugenia, und Nikolay Velichkov Pavlov. „TESI MODEL – ASSISTIVE COMMUNICATION TOOL FOR PEOPLE WITH READING, WRITING AND VERBAL COMMUNICATION DIFFICULTIES“. In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0790.

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Abramova, Margarita A., und Elena A. Chernyavskaya. „Assessment of the formation of writing and reading skills in firstgrade students with mental retardation“. In Особый ребенок: Обучение, воспитание, развитие. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-474-3-2021-205-212.

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The article deals with the problem of the formation of writing and reading skills in first grade students with mental retardation. With the help of a neuropsychological examination, an assessment of the formation of writing and reading skills in this category of children was carried out. The reasons for the difficulties in the formation of writing and reading skills, as well as the types of difficulties in mastering these skills are highlighted.

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Mejia Corredor, Carolina, Sandra Constanza Ortega Ferreira, Alexandra Maria Silva Monsalve und Adriana Maldonado Currea. „Piloting a Self-Report Questionnaire to Detect Reading-Writing Difficulties in Students from Two Colombian Universities“. In 2019 IEEE 19th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2019. http://dx.doi.org/10.1109/icalt.2019.00098.

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Viana, Rayza Gomes, Cely Pessanha Cabral, Dayse Aparecida dos Santos Azevedo, Teresa Claudina de Oliveira Cunha und Karla Osiris Freire Leal Viana. „Abilities and competences needed by the teacher in training: his pedagogical making with children with reading and writing difficulties in the Tamarindo Community“. In V Seminário de Pesquisa e Desenvolvimento PROVIC/PIBIC - II Encontro de Iniciação Científica CNPq. Perspectivas Online: Humanas e Sociais Aplicadas, 2020. http://dx.doi.org/10.25242/8876102820202164.

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Toti, Usman Shah, und Samsiah Abdul Hamid. „The Contribution of Writing Recall Summary Protocol and Gender-Specific Background Knowledge of EFL on Reading Comprehension: A Case on Saudi EFL Students“. In First International Conference on Science, Technology, Engineering and Industrial Revolution (ICSTEIR 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210312.084.

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Marianthi, Batsila, und Tsihouridis Charilaos. „How effective is the use of I.C.Ts in the teaching of reading and writing skills in english for specific purposes? A case study with instructive scenarios“. In 2011 14th International Conference on Interactive Collaborative Learning (ICL). IEEE, 2011. http://dx.doi.org/10.1109/icl.2011.6059587.

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Berezovski, Robert, und Eugenia Jianu. „Using QR Codes as Compensatory Measure for Students with TSI“. In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/05.

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In the context of new informational and communicative technologies (NTIC), the support for students with specific learning disabilities (TSI) should become increasingly easy to offer and implement. In accordance with the legal provisions of the methodological rules and their objectives, among the compensatory measures that can be offered to students with TSI during the teaching-learning process, is the use of computer / tablet with a software - vocal synthesizer, that turns the reading theme into a listening theme. In this category should also be included a smartphone with an application that allows reading the QR codes and that has the role of interpreting an image and decipher that code. The application can be downloaded from the App Store (for Apple products) or from the Play Store (for Android). Taking into consideration that these codes allow a huge data storage due to the fact that the writing of data is done both vertically and horizontally, their use in the educational process takes on new dimensions. QR codes can be used in the teaching-learning process for students with dyslexia, simply by scanning the code with the mobile. Once generated, this code is applied on the manual or on teaching material for which it was generated and simply by scanning the code with the phone, the students can access the manual or teaching material in audio, video and text formats.

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Răducu, Camelia Mădălina. „LEARNING STRATEGIES AND SCHOOL MOTIVATION IN EXPERIENTIAL LEARNING VS. TRADITIONAL LEARNING“. In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact032.

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"Introduction: In recent years, European innovation policies in education have focused on preventing early school leaving and functional illiteracy. In this context of innovation in education, experiential learning has proven to have unique qualities for both teachers and students. Thus, the main motivation of this paper was to show that experiential teaching methods and techniques in primary education are able to produce significant improvements in learning strategies and school motivation in young students. Objectives: The aim of this this study was to explore the differences in learning strategies and school motivation on young students who had benefitted from Experiential Learning, in contrast with those following direct learning instructional methods Methods: This study was performed using two groups of subjects. The first group (experimental group) included 60 students taught by experiential methods and the second group (control group) included 60 students taught by traditional methods. All students were in the fourth grade in an urban school. Differences in learning strategies and school motivation were explored by applying School Motivation and Learning Strategies Inventory - SMALSI (Stroud & Reynolds, 2006) to both the experimental group and the control group. SMALSI is structured in 9 dimensions - 6 strengths: study strategies, note-taking / listening skills, reading / comprehension strategies, writing skills / research, strategies used in tests, techniques for organizing / managing time; and 3 weaknesses are: low academic motivation, test anxiety, concentration difficulties / paying attention. To determine the differences in the students’ mean scores, descriptive as well as inferential statistical analyses were performed on the data. Results: The results showed that an experiential teaching model produces positive results in all evaluated strengths and in two of the three weak points investigated, namely in academic motivation and test anxiety. Statistically insignificant effects are in terms of attention / concentration difficulties, they may be more dependent on physiological and psychological maturation and less on the teaching methods, but also may be a direction of further research. Conclusions: The findings of this study could significantly help teachers looking for viable solutions to optimize students school results, increase school motivation and improve learning strategies in primary school."

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