Dissertations / Theses: 'Children learning'

1

Yamanashi, Julie E. "Children helping children : a cooperative learning approach /." [St. Lucia, Qld.], 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17809.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Felini-Smith, Linda. "A Parent Questionnaire Examining Learning Disabled and Non-Learning Disabled Children's Spatial Skills." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc500569/.

Full text

Abstract:

Investigations of children's spatial ability have typically looked at performance on laboratory tasks, and none have examined differences between learning disabled and non-learning disabled children. The present study surveyed sixty-seven parents of third and sixth grade children about the types of spatial activities children engage in everyday. Parents of learning disabled and non-learning disabled children were included. Results provided information about the types of spatial activities children engage in and the relationships between participation and performance. Major findings included differences between learning disabled and non-learning disabled children in navigational ability and in the strategies employed in difficult or ambiguous spatial situations. Findings were discussed in terms of the influence learning disabled children's negative self evaluations have on their performance.

APA, Harvard, Vancouver, ISO, and other styles

3

Geddes, Jeffrey D. "Childhood Learning: Examining Attitudes toward School and Learning Ability." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc9929/.

Full text

Abstract:

A child's ability to learn in school and school performance are affected by various factors. Variables that affect learning and academic performance in 46 children, 4 - 7 years old, were examined. Children, parents, and teachers completed questionnaires rating children's attitudes and behavior toward school. Children completed a computerized matching-to-sample (MTS) task. The MTS trained the children to form 3 stimulus classes. One stimulus class included three arbitrary stimuli, the others contained a positively or negatively valenced stimulus, a school-related stimulus, and an arbitrary stimulus. Class formation performance was assessed. Rate of learning predicted attitudes toward school, school attitudes predicted academic performance; however a hypothesized mediation effect of attitudes was not demonstrated. No significant differences in rate of forming stimulus classes containing emotionally valenced and school stimuli were found. Future directions for intervention in the early education of students who have poor attitudes toward school are discussed.

APA, Harvard, Vancouver, ISO, and other styles

4

Liu, Weiping. "Learning environments of Chinese Only Children." Diss., Ludwig-Maximilians-Universität München, 2010. http://nbn-resolving.de/urn:nbn:de:bvb:19-161879.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Geddes, Jeffrey D. Murrell Amy Rebekah Epstein. "Childhood learning examining attitudes toward school and learning ability /." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-9929.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Shotola, Karalee. "The Portrayal of Dyslexia and Children in Children’s Picture Books." Thesis, Linköpings universitet, Tema Barn, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-163905.

Full text

Abstract:

Research on the portrayal of child characters with dyslexia in picture books is limited, therefore in this thesis, I analyzed six children’s picture books published in English speaking countries including the United States, Canada, and Australia for their portrayal of dyslexia, the plot, the characterization of the child, and the child’s relationship with others. I read through the books multiple times and conducted a content analysis to identify patterns in the portrayal of images of dyslexia and the child characters over the period of 1995-2018. Through the analysis of images of dyslexia, it became apparent that dyslexia had a major impact on the story of the six books and was often described as a challenge. Furthermore, the character’s teachers were often the first to recognize the symptoms of dyslexia,and the characters commonly received treatment through their schools. When analyzing the plot, the themes of acceptance and pretending as well as the shift from happy endings to realistic endings became apparent. When the portrayal of the child characters were analyzed, their strengths were in areas outside of reading and writing, and their weaknesses were due to dyslexia. In addition, the characters’ negative self-concept and their lack of ethnic diversity became evident. Lastly, the analysis of the character’s relationships with others showed the supportive role of their parents and teachers, along with the shifting portrayal of bullying classmates to supportive friends. The analysis of this thesis revealed similar findings to previous research conducted on children’s books portraying children with dyslexia,as well as comparable findings to the research on the real experiences of children who have dyslexia.

APA, Harvard, Vancouver, ISO, and other styles

7

Chapman, Rachel. "Learning to pretend: an investigation of cultural learning in young children." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19232.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Hannah, C. Lynne (Cornelia Lynne). "Metacognition in learning-disabled gifted students." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=74634.

Full text

Abstract:

In recent years, research with students identified as academically gifted has focused on what processes enable these students to perform at high levels of ability. The present study was carried out in the context of exploring the role of metacognition in giftedness. A specific focus of the study was whether learning-disabled gifted students performed more similarly to their gifted or nongifted peers (i.e., learning-disabled or average-achieving) on measures of metacognition. An interview was used to assess metacognitive knowledge in reading, and the error-detection paradigm was paired with the think-aloud method of data collection to investigate metacognitive skills in monitoring comprehension while reading a text. The dependent variables were an index of metacognitive knowledge, the percentage of metacognitive statements made, the number of errors detected, and a comprehension score. A measure of prior knowledge was used as a covariate.
The subjects were 48 boys, drawn equally from both the elementary and high school grade levels, who had been identified by their respective school systems as being gifted, learning-disabled gifted, average-achieving, or learning-disabled. The design incorporated two levels of giftedness (gifted or not gifted) and two levels of learning disability (learning-disabled or not learning-disabled) at two grade levels (elementary and high school). Results of the multivariate analysis of covariance revealed a main effect for giftedness, indicating that the subjects identified as gifted performed significantly better than did the nongifted subjects. This result, coupled with the lack of gifted-by-learning disabilities interaction, showed that the learning-disabled gifted subjects performed more like their gifted than their nongifted peers on the four dependent variables. There was also a main effect for grade, with the subjects at the high school level performing better on the dependent variables than the subjects in the elementary grade level. Finally, a grade-by-gifted interaction was revealed, which an examination of the univariate analyses of variance indicated was most likely due to a ceiling effect on the measures of metacognitive knowledge and comprehension.
These results support the hypotheses that giftedness is related to the use of metacognitive skills in a comprehension-monitoring task, and that the learning-disabled gifted subjects perform characteristically like their gifted peers with respect to their use of metacognitive knowledge and skills.

APA, Harvard, Vancouver, ISO, and other styles

9

Feldblyum, Joshua Mark. "Mutual exclusivity in bilingual word learning." Click here for download, 2008. http://proquest.umi.com/pqdweb?did=1564016531&sid=1&Fmt=2&clientId=3260&RQT=309&VName=PQD.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

White, Ruby Jane. "Inside out : young children learning within nature." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/42052.

Full text

Abstract:

The purpose of this research was to expand understanding of the potential value of the natural outdoors as a learning environment for young children. Within the frame of The United Nations Rights of the Child and social constructivist learning theory, this qualitative case study explores young children’s perspectives through their self chosen points of interest within the natural outdoors of their early learning setting. The research site was within an urban/rural interface community in Southwestern Coastal British Columbia. Eight child participants between 3-5 years of age assumed the role of participant researchers to create digital photographs of their outdoor interests, which served as the primary data source. These photographs were supported by video recordings of the children’s ordinary moments outdoors and researcher field notes. The data was coded and categorized using the constant comparison method, resulting in 7 categories and 3 subcategories that revealed the children’s primary interests and points of connection outdoors, as being within and between nature, manufactured objects and people. These points of connection were then merged and discussed within the broader theme of Interfaces and Connections. The discussion includes: categories of interest, contrasts and interactions as they relate to the child/nature literature, early learning practice, children’s rights and social constructivist theory. Also noted is the children’s use of multiple perspectives and their self chosen verbal silences. The limitation and strengths of the research are acknowledged and followed by implications for practice and invitations for future research.

APA, Harvard, Vancouver, ISO, and other styles

11

Tobias, Eliana R. "Learning environments for special needs preschool children." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/29374.

Full text

Abstract:

This study looked at four types of learning environments for developmentally delayed 3-5 year old preschool children, namely segregated programs, reversed mainstreamed programs, day care centres, and nursery schools in order to describe and analyze the experiences children have in these settings. Twenty preschool classroom environments were analyzed, forty children were observed to obtain child-child interaction data, twenty teachers were observed and interviewed in order to gather information on teacher-child interaction and type and amount of support services available to the programs and sixty parents of special needs children were interviewed to obtain information on parental involvement. The analysis of the environment indicated that statistically significant differences existed in the data between the scores obtained by the different types of centres. Higher scores were obtained by segregated and reversed mainstreamed programs than day care centres. No significant statistical differences were found between types of settings for child-child interaction and teacher-child interaction, although there were large differences among centres within a type. Special needs children across settings were observed mostly in parallel, solitary, and associative play. Little cooperative and dramatic play was observed across types of settings. Teachers in all types of settings spent a high portion of their time talking to children on a one-to-one basis. Teachers in day care centres spent significantly more time talking to children about matters related to misbehavior rather than academics. Little use of praise and corrective feedback was observed by teachers of special needs preschool children. Greater availability and higher expectations for parental involvement existed both in segregated and reversed mainstreamed programs than in day care centres for parents of special needs children. Support services for preschool programs were very low in the community the research sampled.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate

APA, Harvard, Vancouver, ISO, and other styles

12

Nicholson, Maureen Elizabeth. "Inferential comprehension by language-learning disabled children." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/30170.

Full text

Abstract:

This study evaluated the comprehension of inference statements by language-learning disabled (LLD) children and children with normal language development (NL) under two conditions: uncontextualized and contextualized. The contextualized condition was designed to encourage retrieval of information from the subject's general knowledge — a procedure proposed to encourage elaborative inference-making. Two text passages were analyzed according to a model developed by Trabasso and presented by Trabasso, van den Broek & Suh (1989), which yielded a set of bridging causal connections across clause units. Sets of three true and three false causal inference statements were developed to represent bridging inferences for each story. In addition, three true and three premise statements were obtained directly from each story, yielding a total of twelve statements for each text. Subjects were ten language-learning disabled students (7 boys, 3 girls) and ten children with normal language development (5 boys, 5 girls) aged 9 to 11 years old. Mean age for children in both groups was 10 years, 4 months. Children were selected for the LLD group on the basis of the following criteria: (1) enrollment in a learning assistance or learning resource program for learning-disabled students, preferably for remediation of Language Arts; (2) history of speech-language intervention in preschool or early primary grades; (3) normal nonverbal cognitive skills; (4) lexical and syntactic comprehension within normal abilities (as determined by standardized language tests for the LLD group); (5) native English speaker and (6) normal hearing ability. Every subject received both stories and conditions. Story presentation and condition were counterbalanced across 8 of the 10 subjects in each group; condition only was counterbalanced across the remaining two subjects in each group. Inference and premise statements were randomized; each random set was randomly presented to each subject. Items were scored correct or incorrect. Subjects were also asked to answer open-ended wh-questions. Responses were compared and analyzed using a nonparametric statistical method appropriate for small sample sizes. Results indicated significant differences between the LLD and the NL groups on the number of correct responses to inference and premise items. Both groups scored significantly worse on inference than premise items. Analysis did not indicate that the LLD group scored significantly worse on inference items than the NL group did. Results also suggested that a contextualization effect operated for both groups, which affected the retention of premise items but acted to improve scores on inference items. This effect was seen most notably for the LLD group.
Medicine, Faculty of
Audiology and Speech Sciences, School of
Graduate

APA, Harvard, Vancouver, ISO, and other styles

13

Easton-Gholston, Joyce Camille Morreau Lanny E. Bowen Mack L. "Differences in self-esteem and school perceptions among educational placements of elementary-age students with learning diasabilities." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633393.

Full text

Abstract:

Thesis (Ed. D.)--Illinois State University, 1995.
Title from title page screen, viewed May 11, 2006. Dissertation Committee: Lanny Morreau, Mack Bowen (co-chairs), Ming-Gon John Lian, Kenneth Strand, Mark Swerdlik. Includes bibliographical references (leaves 69-77) and abstract. Also available in print.

APA, Harvard, Vancouver, ISO, and other styles

14

O'Donoghue, Michael John. "Children, learning and electronic mail : an investigation of learning outcomes and learning activities following electronic mail project activities involving children in England and Sweden." Thesis, Lancaster University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.340650.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Male, Dawn Bernadette. "An investigation into the learning and memory processes of children with moderate learning difficulties : under which conditions do MLD children use learning/recall strategies?" Thesis, University College London (University of London), 1992. http://discovery.ucl.ac.uk/10018662/.

Full text

Abstract:

Studies into the recall performance of children with moderate learning difficulties (MLD) have consistently and repetitiously shown that, where strategies are needed, these children perform deficiently when compared to typical children of the same age. The present study challenges these findings by demonstrating that MLD children can spontaneously engage in active and effective strategic behaviour, providing that the task requirements are effective in eliciting these skills. The notion of "Task Authenticity", as perceived by the memorizer, is presented to explain why some tasks, and not others, are effective in eliciting strategies already at the disposal of the MLD memorizer. Further study of the notion of "Task Authenticity" from the perspective of the memorizer reveals a taxonomy of authentic features which, when incorporated into recall tasks, will be effective in prompting the employment of mnemonic strategies to aid recall. Six factors are identified: real-world relevance, personal relevance, concrete materials, practical engagement, sensory appeal and game format. Findings from the final phase of the study, which compares spontaneous strategic employment by MLD subjects across authentic and non-authentic tasks, support and extend previous findings which indicated that MLD subjects were capable of spontaneously engaging in active and effective strategic mechanisms for authentically-perceived tasks, but not for tasks of a discrete, de-contextualised or rote-type nature. The practical implications of these findings are discussed in the final chapter and a classroom-based instructional model is proposed.

APA, Harvard, Vancouver, ISO, and other styles

16

Law, Yu-hang Winifred. "Instructional strategies for children with learning difficulties in the regular secondary classrooms : views of secondary school teachers /." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B16121569.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Hui, Wu-on Louise. "Using strategy instruction to improve logical picture sequencing and narration of events by children with learning difficulties (CWLD) /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18543856.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Clark, Matthew Ryan. "Novel word learning of children with hearing impairment and children with typical hearing." [Huntington, WV : Marshall University Libraries], 2009. http://www.marshall.edu/etd/descript.asp?ref=947.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Cheung, Wai-yan Anissa. "Word learning in normal and language-impaired children." Click to view the E-thesis via HKUTO, 1997. http://sunzi.lib.hku.hk/hkuto/record/B36209405.

Full text

Abstract:

Thesis (B.Sc)--University of Hong Kong, 1997.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 30, 1997." Also available in print.

APA, Harvard, Vancouver, ISO, and other styles

20

Sabzpoushan, Maryam. "Play to learn : children learning and activity space." Thesis, KTH, Arkitektur, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-96485.

Full text

Abstract:

Play To Learn is an architectural project that aims to create an interwoven series of formal and informal, experimental learning and activity spaces for children between the ages of 3-12 years. Play To Learn creates a new place in an inner city and seaside location where children can come to play, experience, experiment and learn.

APA, Harvard, Vancouver, ISO, and other styles

21

Au, Pui-ki. "Implicit and explicit learning in Chinese dyslexic children." Click to view E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37088725.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

區佩琪 and Pui-ki Au. "Implicit and explicit learning in Chinese dyslexic children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37088725.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Redman, John Alexander. "Some aspects of mathematics learning amongst young children." Thesis, University of Newcastle Upon Tyne, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299670.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Hodges, Elizabeth Mira. "Learning styles in deafblind children : perspectives from practice." Thesis, University of Birmingham, 2004. http://etheses.bham.ac.uk//id/eprint/12/.

Full text

Abstract:

This thesis explores the concept of learning styles as they relate to the education of deafblind children. A literature review concludes that assessment of learning may be more effective than assessment of skills. The practice of assessment in the UK is researched through the use of a survey of teachers of deafblind learners. This survey indicates that teachers favour informal observational assessments, and that they do not currently assess learning style, and may not know what it is. A second literature review and other arguments show that the concept of learning style is relevant to deafblind learners. A series of case studies of deafblind children is then described. Methods for studying learning styles are developed through these case studies. These methods initially explore the concept of style through prompt modality preference, and then through wider aspects of style. The assessments demonstrate that each child has her own individual learning styles, notwithstanding the shared impairment of deafblindness. The application of learning style preferences to teaching shows some evidence of improved learning. In addition, the outcomes of the studies challenge some accepted pedagogical principles for the education of deafblind children, such as the priority of communication skills above self-help skills.

APA, Harvard, Vancouver, ISO, and other styles

25

Shih, Loren C. "Network Clubhouse : a constructive learning environment for children." Thesis, Massachusetts Institute of Technology, 1996. http://hdl.handle.net/1721.1/40597.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

WANG, XIANGJING. "Variables that Influence Observational Learning in Young Children." OpenSIUC, 2018. https://opensiuc.lib.siu.edu/theses/2339.

Full text

Abstract:

Modeling is an effective procedure for teaching a variety of skills (Shipley-Benamou, Lutzker, & Taubman, 2002) and may be conducted live or via video presentation. The present study compared the effectiveness of two types of models used via video presentation to teach various helping behaviors to typically developing preschool children: one model was unoccupied, and the other model was distracted. Results indicated that the models were equally effective for teaching helping behavior to one participant, and for the other participant, use of a distracted model resulted in higher levels of helping behavior.

APA, Harvard, Vancouver, ISO, and other styles

27

Walker, Elizabeth Ann. "Word learning processes in children with cochlear implants." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/616.

Full text

Abstract:

Children with cochlear implants (CIs) typically have smaller lexicons in relation to their same-age hearing peers. There is also evidence that children with CIs show slower rates of vocabulary growth compared to hearing children. To understand why children with CIs have smaller vocabularies, we proposed to investigate their word learning process and determine how it compares to children with normal hearing. The present study explores multiple aspects of word learning - acquisition, extension, and retention - to better inform us about the real-world process of lexical acquisition in children with CIs. We evaluated 24 children with cochlear implants, 24 children with normal hearing matched by chronological age, and 23 children with normal hearing who were matched by vocabulary size. Participants were trained and tested on a word learning task that incorporated fast mapping, word extension, and word retention over two days. We also administered a battery of tests that included measures of receptive vocabulary and speech perception skills to determine which variables might be significant predictors of fast mapping and word retention. Children with CIs performed more poorly on word learning measures compared to their age-mates, but similarly to their vocabulary-mates. These findings indicate that children with CIs experience a reduced ability to initially form word-referent pairs, as well as extend and retain these pairs over time, in relation to their same-age hearing peers. Additionally, hearing age-mates and vocabulary-mates showed enhancement in their production of novel words over time, while the CI group maintained performance. Thus, children with CIs may not take the same route in learning new words as typically-developing children. These results could help explain, in part, why this population consistently demonstrates slower rates of vocabulary learning over time. Furthermore, we expected that speech perception and vocabulary size would relate to variations in fast mapping, as well as word retention. Neither of these variables proved to be significant predictors of fast mapping, but they were highly significant for word retention. Based on these findings, we may conclude that the factors that account for acquiring that first link between a word and its referent are not the same as those that are important for storing in a word in long-term memory.

APA, Harvard, Vancouver, ISO, and other styles

28

Singley, Vickie. "Teaching multiplication and division to learning disabled children." CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/169.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Lindquist, Turi Moffitt. "Using whole language strategies with learning disabled children." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/2955.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Aschermann, Jennifer Leigh. "Children Teaching and Learning in Peer Collaborative Interactions." Thesis, Virginia Tech, 2001. http://hdl.handle.net/10919/31893.

Full text

Abstract:

This study focused on peer teaching and learning in preschool children's peer collaborative interactions. The research took place in the naturalistic setting of a preschool classroom at the Virginia Tech Child Development Laboratory, which is a university-based preschool in Blacksburg, Virginia. The children were videotaped in their collaborative interactions and the interactions were analyzed for moments of teaching and learning between the children. The study found that children use a variety of verbal and non-verbal teaching strategies when collaborating with each other. Children's learning from the interactions was exhibited through many forms of modeling, reciprocation, and exchange of ideas.
Master of Science

APA, Harvard, Vancouver, ISO, and other styles

31

JELILI, GBENGA ALALU. "CHILDREN TELEVISION PROGRAMMING AND CULTURAL LEARNING IN NIGERIA." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23628.

Full text

Abstract:

It can today be examined in Nigeria that children are fast abandoning the indigenous cultural values for the foreign ones and the media is said to contribute to this development due to the broadcast of foreign television programmes by tv stations in the country. The need to promote, protect, and sustain the country’s indigenous cultural values are of great importance if Nigeria hopes to prevent them from being washed away. Children’s love for television is undeniable and being the future of the country, what is the extent to which television is used to impact children with social and cultural values of the society. The paper thus investigates the extent to which children Television is utilized to impact Nigerian Children with the country’s cultural values. It looks closely at the children programmes of two biggest and leading Nigeria’s television stations; the Nigerian Television Authority (NTA), and African Independent Television (AIT), representing both state-owned and privately-owned television stations in the country. Using Development Media and Cultivation theories as underlying theory, the study concludes that though there is an improvement on the part of the television stations as they now broadcast socially and culturally relevant children programmes. There is however insufficiency in both quantity and quality of children programmes, as well as the time allotted for them to allow any meaningful long-time cultural impact to be realized at the current state as may be intended by the producers of the programmes.

APA, Harvard, Vancouver, ISO, and other styles

32

Maher, Elizabeth Ann. "Children's modality preference for novel word learning /." See Full Text at OhioLINK ETD Center (Requires Adobe Acrobat Reader for viewing, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=toledo1083594203.

Full text

Abstract:

Thesis (M.A.)--University of Toledo, 2004.
Typescript. "A thesis [submitted] as partial fulfillment of the requirements of the Master of Arts degree in Speech-Language Pathology." Includes bibliographical references (leaves 52-62).

APA, Harvard, Vancouver, ISO, and other styles

33

Tso, Shu-fai. "The effectiveness of computer-assisted learning in stimulating vocabulary learning of children with mild mental handicap." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20135981.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Wong, Tang-tat Rodney, and 黃騰達. "Computer assisted learning: an examination ofpractices in schools for children with learning difficulties." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957560.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Chang, Lan-Wan. "Teaching thinking to children in Taiwan." Thesis, University of York, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.265561.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Cummins, Tamara L. "Stability of Wechsler Intelligence Scale for Children-III Scores in children with learning disabilities." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1203647.

Full text

Abstract:

The purpose of this study was to investigate the stability of Wechsler Intelligence Scale for Children-III (WISC-III) test scores in children with Learning Disabilities. Previous research has suggested that some children with Learning Disabilities do not demonstrate the same stability of performance, over time, on the Wechsler as many children in the general population.The sample utilized in this study consisted of 214 children who had been identified as having Learning Disabilities. WISC-III data was collected through archival review of education files.Test-retest stability for the WISC-III over a period of approximately three years was assessed using correlational and t-test data. For the total sample, three year test-retest correlations for the Verbal IQ, Performance IQ, and Full Scale IQ were .67, .73, and .74, respectively. However, Verbal IQ, Full Scale IQ, and Verbal Index scores were observed to drop significantly between testings. Mean score differences for the Verbal IQ and Verbal Comprehension scales were slightly over three points. The mean difference for the Full Scale IQ was slightly less than two points.Analysis of individual scores indicated considerable variability, with some students decreasing as much as 30 or increasing as much as 37 IQ points at the time of retesting. Analysis of distribution of score differences suggested that the children with Learning Disabilities in this sample demonstrated more variability in performance, overall, than might be anticipated in the general population.
Department of Educational Psychology

APA, Harvard, Vancouver, ISO, and other styles

37

Haines, Shelby Brooke. "Effect of a modified LINCS learning strategy on the achievement of 4th grade students with learning disabilities." Huntington, WV : [Marshall University Libraries], 2003. http://www.marshall.edu/etd/descript.asp?ref=434.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

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/.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

39

Sclufer, Anne. "Social-emotional disturbance in children with learning problems and a 15-point Wechsler performance IQ deficit." Click here for text online. The Institute of Clinical Social Work Dissertations website, 1996. http://www.icsw.edu/_dissertations/sclufer_1996.pdf.

Full text

Abstract:

Dissertation (Ph.D.) -- The Institute for Clinical Social Work, 1996.
A dissertation submitted to the faculty of the Institute of Clinical Social Work in partial fulfillment for the degree of Doctor of Philosophy.

APA, Harvard, Vancouver, ISO, and other styles

40

Schmidt, Kristine H. "The effects of nutritional intake on the math achievement of first grade students." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1998. http://www.kutztown.edu/library/services/remote_access.asp.

Full text

Abstract:

Thesis (M. Ed.)--Kutztown University of Pennsylvania, 1998.
Source: Masters Abstracts International, Volume: 45-06, page: 2772. Abstract precedes thesis as preliminary leaves 1-2. Typescript. Includes bibliographical references (leaves 45-50).

APA, Harvard, Vancouver, ISO, and other styles

41

Chow, Man-ching Eva. "Written vocabulary learning among Hong Kong dyslexic children : an investigation on paired associate learning and incidental learning." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B35772207.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Chow, Man-ching Eva, and 周敏晶. "Written vocabulary learning among Hong Kong dyslexic children: an investigation on paired associate learning and incidental learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B35772207.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Wright, Craig, and n/a. "Sensory Processing in Dyslexic Children." Griffith University. School of Psychology, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20061018.153411.

Full text

Abstract:

This study tested the prediction that a group of dyslexic children (n = 70) would be less sensitive to auditory and visual temporal stimuli than a control group (n = 52). In the auditory domain, detection thresholds for 2 Hz FM, 2 Hz AM and 20 Hz AM were assessed. The modulations in these stimuli are detected on the basis of temporal cues. In contrast, the modulations in the control stimulus 240 Hz FM modulate too rapidly to be detected with temporal cues. The dyslexic group were significantly less sensitive than the control group to the temporal and non-temporal measures at initial testing (Phase 1) and again nine months later (Phase 4). These data demonstrated that the auditory deficit in the dyslexic group was more general in nature than had previously been suggested. In the visual domain, sensitivity to global coherent motion was assessed. The dyslexic group were significantly less sensitive than the control group on this measure at both phases of the study. Despite the overall between group differences, the magnitude of the effects were low to moderate. There was also substantial overlap between the performance of the two groups on the sensory processing measures. A deviance analysis was conducted to determine the proportion of dyslexic individuals who had sensory processing deficits. When data from each phase was examined separately, the incidence of sensory processing deficits in the dyslexic group was comparable to previous studies. However, when the data from both phases was combined, only 5-18% of the dyslexic group had impairments on any of the sensory tasks that were stable across time. Nevertheless, these results do not preclude sensory processing making a contribution to reading difficulties in some children. When the relationship between sensory processing thresholds and reading ability was considered, sensitivity to auditory and visual temporal measures accounted for significant unique variance in phonological processing, orthographic coding and overall reading skill, even after accounting for IQ and vigilance. This study was also tested the prediction that visual attention can explain the link between visual temporal processing and reading. Vidyasagar (1999) proposed that the magnocellular (M) system, which processes temporal stimuli (e.g., motion), is also important for efficient functioning of an attentional spotlight. This spotlight is proposed to arise in parietal cortex (a major endpoint of the M system), and is involved in highlighting areas for detailed visual processing when performing visual tasks, such as visual search or reading. It was predicted that only those dyslexic participants with motion detection impairments would also be impaired on a serial search task that required the attentional spotlight. On average, the dyslexic group had significantly slower serial search than the control group. However, the magnitude of effect was small and a deviance analysis demonstrated that only 8.5% of the dyslexic group had stable impairments relative to the control group. Furthermore, only one of the six dyslexic participants with a visual attention impairment had a co-existing deficit in detecting coherent motion. Thus, visual attention deficits of this type appear to exist independently of coherent motion deficits. This study also provided important evidence on the reliability of measurement for the sensory processing tasks. The data showed that the test-retest reliability of the sensory measures was only moderate over a nine month period. Test-retest for other cognitive measures over the same time frame was high - including that for an orthographic coding task, which had similar procedure and task demands to the sensory measures. The results also demonstrated that a high proportion of participants in both groups performed inconsistently across time (i.e., they had a threshold indicative of a deficit at one phase and performance within normal limits at the other). Up to 32% of the dyslexic group and 19% of the control group had inconsistent performance on the sensory measures across time. The importance of developing more reliable methods of estimating sensory sensitivity is discussed, as is the need for normative data on sensory processing tasks in order to more accurately make decisions about the incidence of sensory deficits. In summary, this study provided evidence for a relationship between sensory processing and reading. However, the current data demonstrated that sensory processing deficits are not characteristic of all dyslexic individuals. Future research should focus on explaining why only a sub-group of dyslexics have sensory deficits, and also why some control participants have deficits.

APA, Harvard, Vancouver, ISO, and other styles

44

Brown, Andrea E. "Social competence in peer-accepted children with learning disabilities." Thesis, McGill University, 1999. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35986.

Full text

Abstract:

Since the time of Bryan's (1974) seminal work on the social status of children with learning disabilities (LD), research has consistently shown that children with LD struggle to earn social acceptance from non-LD peers. Recently, investigators have uncovered within-group variability among children with LD suggesting that some children with LD are well accepted and even popular among non-LD peers. An appeal in the field of learning disabilities has emerged, calling for a shift from deficit-model research focusing on the deficiencies of children with LD, to the investigation of how children with LD obtain positive social outcomes. Accordingly, a study was undertaken addressing this request by examining the characteristics of peer-accepted children with LD from a multi-rater and multi-method perspective. Using the comprehensive model of social competence proposed by Vaughn and Hogan (1990) as the theoretical framework, data were gathered from teachers, peers, and peer-accepted children with and without LD in important areas of social functioning. Participants were grade four and five mainstreamed students meeting the following criteria: (a) having a researcher-identified learning disability in at least one academic area (reading, spelling, or arithmetic) and (b) peer-rated social acceptance as determined via a modified version of the Asher and Dodge (1986) sociometric classification system. Statistical analyses consisted of multivariate and univariate techniques. Findings indicated few significant differences between peer-accepted children with and without LD in specific areas of social competence as rated by peers. Significant interactions, however, between LD status and gender revealing variable profiles of social-behavioural characteristics for boys and girls with and without LD did emerge from the perspective of teachers. Implications for special education referral and placement, inclusive education, and interventions are discussed.

APA, Harvard, Vancouver, ISO, and other styles

45

Barnes, Kelly Anne. "Implicit learning in typical development and children with developmental disorders." Connect to Electronic Thesis (ProQuest), 2008. http://0-gateway.proquest.com.library.lausys.georgetown.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3320707.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Wong, Tang-tat Rodney. "Computer assisted learning : an examination of practices in schools for children with learning difficulties /." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14014646.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Ruggill, Jane Sanders 1943. "Learning and behavioral outcome of coccidioidal meningitis in children." Thesis, The University of Arizona, 1989. http://hdl.handle.net/10150/277010.

Full text

Abstract:

Coccidioidomycosis is a fungal infection endemic to the southwestern United States. Hematogenous dissemination of the etiologic agent produces a chronic basilar meningitis in a small percentage of children. While new and aggressive therapy has decreased mortality, children with coccidioidal meningitis (CM) continue to suffer significant morbidity. A comprehensive investigation of intellectual, achievement, and behavioral outcomes in a series of 9 children who were diagnosed and treated for CM at the Arizona Health Sciences Center between 1977 and 1988 was conducted. Nearest-age siblings were also evaluated. Findings revealed compromised cognitive abilities and an increased incidence of academic and behavioral difficulties in the patient group as compared to normative expectations and the performance of siblings. Results support the need for timely educational interventions to assist such patients in maximizing their potential in the academic environment.

APA, Harvard, Vancouver, ISO, and other styles

48

Moyer, Melynda Karol. "Criteria and Assessment Measures for Diagnosing Learning Disabled Children." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc500975/.

Full text

Abstract:

A total of 60 school psychologists and educational diagnosticians across Texas completed a survey to identify the instruments used to screen and diagnose learning disabled (LD) students, and to identify the criteria on which the final diagnosis and placement of LD or non-LD is made. The results of this survey indicate that consistent methods and criteria are not being used for identifying children as LD within the state. Many of the instruments currently used may not be technically adequate for use with a LD population. Implications of the use of inconsistent criteria, inadequate screening and assessment measures are discussed.

APA, Harvard, Vancouver, ISO, and other styles

49

Horwitz, Ula Nadine. "Burned, banished or burnished a pilot study of a school reintegration programme." Thesis, Rhodes University, 1999. http://hdl.handle.net/10962/d1002504.

Full text

Abstract:

It is the aim of this research to create a manual and programme for the reintegration of burn-injured primary-school learners in order to assist in their re-socialisation, and to act as a buffer against depression, conduct disorders, and academic lag. Additional aims of the programme included being resource-efficient, flexible, and compatible with Outcomes-Based Education (aBE) principles evidenced in Curriculum 2005. The final aim of the research involved designing the programme in order for teachers to be able to facilitate it. The manual and programme were evaluated through an embedded case study, encompassing a mildly disfigured burn-injured learner, his family, and his school environment by way of his class and teacher. The programme was found to be efficient in its use of resources, congruent with aBE principles, and engaging of the learners and teacher. Participation in the intervention seemed to afford the burn-injured learner with a buffer against depression, but did not prevent academic lag. Minimal teasing was encountered after the programme was implemented, which is contrary to the expected outcomes based on the literature available. Teacher facilitation was not achieved, however, numerous benefits were derived from the intervention for the majority of the participants.

APA, Harvard, Vancouver, ISO, and other styles

50

Kilbey, I. A. L. "Models of syllogistic inference in children." Thesis, University of York, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.380515.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic 'Children learning'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles