Relevant bibliographies by topics / Dyslexic Students

Academic literature on the topic 'Dyslexic Students'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Dyslexic Students"

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de Bree, Elise, and Sharon Unsworth. "Dutch and English literacy and language outcomes of dyslexic students in regular and bilingual secondary education." Dutch Journal of Applied Linguistics 3, no. 1 (June 23, 2014): 62–81. http://dx.doi.org/10.1075/dujal.3.1.04bre.

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An increasing number of schools in the Netherlands offer bilingual (secondary) education, usually combining Dutch with English. As yet, it remains unclear whether students with dyslexia are able to cope in this type of educational setting. To address this question, the oral language and literacy skills of dyslexic and non-dyslexic students attending regular and bilingual VWO (pre-university) secondary education were compared. Results confirmed the benefits to English proficiency offered by this type of education as found in earlier studies (Van der Leij et al., 2010; Verspoor et al., 2010). In addition, dyslexic students at bilingual schools scored significantly higher on English literacy and language tasks than their dyslexic peers in regular programmes, suggesting that bilingual secondary education is not too difficult for students with dyslexia and may in fact be just as beneficial for this group as for non-dyslexics.
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Jodrell, David. "Social-identity and self-efficacy concern for disability labels." Psychology Teaching Review 16, no. 2 (2010): 111–21. http://dx.doi.org/10.53841/bpsptr.2010.16.2.111.

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IntroductionEducational policy in the UK has moved towards inclusion (Lindsay, 2003), resulting in debate over the use of disability labels (Lauchlan & Boyle, 2007). Labelling influences social–identity (Olney & Brockelman, 2003), this paper suggests ocial–identity influences self–efficacy and, therefore, academic performance (Zimmerman, 1996, 2001).AimsTo investigate if past performance of in–group members will influence students’ self–efficacy beliefs.MethodA convenience sample of 30 undergraduates was recruited, half of whom were dyslexic. Participants were split equally into three conditions and informed of either high–dyslexic or high nondyslexic performance or were kept naive of past performance. Scores for efficacy beliefs were taken and analysed for differences between conditions.ResultsFor dyslexic participants both the high–dyslexic and high non–dyslexic performance conditions resulted in significantly differing self–efficacy scores when compared to dyslexic participants in the control group. Scores also significantly differed for non–dyslexic participants in the high–dyslexic performance compared to non–dyslexic controls, for one self–efficacy scale, however, no significant differences were found between non–dyslexic’s in the control condition and those in the high non–dyslexic performance condition.ConclusionsWhile, dyslexic students showed predicted differences in efficacy scores relative to in–group member’s performance. For non–dyslexic students, a significant d fference was only found for those in the high–dyslexic performance condition. Therefore, results suggest that dyslexic students’ self–efficacy was influenced by social identity. For non–dyslexics this was not the case. The small number of participant’s percondition and the impact of stereotyping are suggested as mitigating predicted significant differences in selfefficacy scores for non–dyslexics. The effect of past dyslexic performance on dyslexic self–efficacy scores is described in relation to disability labels. Due to alternative theoretical explications for data trends found, and methodological limitations the study’s principal conclusion is the need to expand on findings demonstrated.
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Subramaniam, Vijayaletchumy, and Kavenia Kunasegran. "Reading Skills in Malay Language Literacy of Dyslexic Students." Jurnal Bahasa 22, no. 2 (October 29, 2022): 329–46. http://dx.doi.org/10.37052/jb22(2)no7.

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Problems in literacy is the most significant aspect in the learning process of dyslexic students. This study was conducted to analyze the reading skills in Malay language literacy among dyslexic students. The sample of this study was 10 dyslexic students who were selected from the Malaysia Dyslexia Association. A mixed-method approach was conducted to identify reading problems according to the LINUS 2.0 construct, which was developed by the Special Education Division, Ministry of Education Malaysia. Reading problems according to the LINUS 2.0 were measured based on the construct in the Malay Language Reading Skills Literacy Diagnostic for Dyslexics. This diagnostic was used to assess 12 reading skills in the reading achievement of dyslexic students' literacy constructs. Each reading skill has 5 items to read. This diagnostic focuses on 12 reading skills that were analyzed according to the dyslexic students' level of learning. The findings of this study prove that dyslexic students have a poor level of literacy skills in reading Malay. From this study, the researcher has produced a new approach to literacy construct that is suitable for dyslexic students. Based on the reading ability of the subjects in this study, the researcher concludes that the knowledge of graphemes-phonemes and syllable segmentation is unsatisfactory. The findings of this study have an impact on the Special Education Division, Ministry of Education Malaysia, in that curriculum planning for dyslexic students can be examined. The findings of this study also have an impact on dyslexic teachers in that they can plan their teaching and learning to suit the level of mental development of dyslexic students in Malaysia.
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Tafti, Mahnaz Akhavan, Mansoor Ali Hameedy, and Nahid Mohammadi Baghal. "Dyslexia, a deficit or a difference: Comparing the creativity and memory skills of dyslexic and nondyslexic students in Iran." Social Behavior and Personality: an international journal 37, no. 8 (September 1, 2009): 1009–16. http://dx.doi.org/10.2224/sbp.2009.37.8.1009.

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Positive and negative aspects of dyslexia were explored within the Iranian context. Dyslexia can be considered either as a deficit or merely as a difference. In this study 26 dyslexic primary-school students in Tehran were matched with 26 nondyslexics. The Shirazi and Nilipur (2004) Diagnostic Reading Test was administered to identify any significant difference in reading ability between the two groups. Then the Torrance (1974; as cited in Alizadeh, 1994) Creativity Test (Form B, picture subtest) and the Cornoldi (1995; as cited in Kakavand, 2003) Test of Visual-Spatial and Verbal Memory were used. Nondyslexics outperformed dyslexics significantly in visual-verbal memory of words for concrete objects and abstract concepts and in audio-verbal memory of words for abstract concepts. Dyslexic students performed significantly better in visual and audio memory of concrete words compared to abstract concepts; their visual-spatial memory was better than their visual-semantic memory, and their pictorial memory was also better than their verbal memory. Dyslexic students scored higher than nondyslexics for original thinking and equally as high in overall creativity. These findings indicate that a change of attitude is needed toward dyslexics.
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de Zeeuw, Alarlies. "Dyslexie En Tweede-Taalverwerving." Toegepaste Taalwetenschap in Artikelen 71 (January 1, 2004): 103–12. http://dx.doi.org/10.1075/ttwia.71.10zee.

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Dyslexia is a language-development deficit in the area of reading and spelling. Research has provided evidence that the extent to which dyslexics have problems with literacy acquisition may differ across languages. It is thought that this is caused by differences in consistency concerning grapheme-phoneme correspondences. Consistencies and inconsistencies between languages may, therefore, also have an effect on L2 learning. If this is indeed the case, words that are orthographically and phonologically similar in both L1 and L2 will cause relatively few problems, while words that are only phonologically similar will cause greater inhibition effects for dyslexics compared to non-dyslexic readers. To test this hypothesis, I conducted a naming task with Dutch subjects who learned English at secondary school. The results show that dyslexic readers make more errors and have slower response times than non-dyslexic readers. I also compared two levels of proficiency (2 vmbo ('lower secondary professional education') and 5 vwo ('pre-university education'). In general, the dyslexies from vwo performed much better than dyslexies from vmbo, which was to be expected, as the students of vwo had had more experience in using the English language. The dyslexies in vwo did not, however, perform better compared to age-level controls than did the dyslexies in vmbo. Although more research is needed to determine what exactly the role of level of proficiency is in L2 acquisition, the results in general support the hypothesis that the inconsistencies in the English grapheme-phoneme correspondences provide an extra challenge for dyslexies who are learning English as a second language.
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Benmarrakchi, Fatima Ezzahra, Jamal El Kafi, and Ali Elhore. "User Modeling Approach for Dyslexic Students in Virtual Learning Environments." International Journal of Cloud Applications and Computing 7, no. 2 (April 2017): 1–9. http://dx.doi.org/10.4018/ijcac.2017040101.

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Dyslexia or reading disability is one of the most common learning disabilities. It is defined as a disorder manifested by difficulty in learning to read despite conventional instruction, adequate intelligence, and sociocultural opportunity. In this paper the authors focus on the potential benefits of the use of Information and Communication Technology (ICT) for students with dyslexia to promote the learning process, by considering the relationship between their learning style preferences and their cognitive traits in virtual learning environments. At this propose the authors investigated the relationship between dyslexic's learning style and cognitive trait within the hypothesis that dyslexic learners may have possible preferences in virtual learning environment, which may be used to improve the dyslexic user modelling. The aim of this paper is to provide an adaptive learning environment for users with dyslexia based on their learning styles preferences and their cognitive traits.
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Botwina, Renata. "Towards Effective Foreign Language Teaching: Focus on Dyslexia." Verbum 2 (February 6, 2011): 55–61. http://dx.doi.org/10.15388/verb.2011.2.4955.

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This paper aims to overview the problems faced by dyslexic students learning a foreign language in the theoretical framework of foreign language teaching methodology (Berninger and Wolf 2009, Crombie 2010, Stasiak 2004, etc.) and psychology (Gardner 1983, 1999, Bogdanowicz 2002, 2004, Davis 1997, etc) The author of the paper is going to prove that dyslexic students benefit from the use of multisensory techniques (VAK) which stimulate their learning process by engaging students at multiple levels of perception. Special attention is given to the nature of dyslexia, its types and handicaps it results in. Numerous solutions to the problem are presented and analysed within the framework of Gardner’s theory of Multiple Intelligences (MIT), which seeks to explore each student’s strong intelligences to deal with those weaker ones. Accordingly, dyslexic students and their teachers should be challenged to recognise the hidden potential of dyslexia and see it as a gift to be explored. Moreover, the importance of safe classroom environment has been stressed, as once a dyslexic student feels comfortable in the classroom, the teacher can equip him with a range of techniques and strategies to deal with dyslexia successfully. In addition, a significant role of the teacher and parents in the process of teaching dyslexics is discussed. Finally, the author of the paper gives a number of practical tips how to deal with dyslexia and proves that foreign language teaching (FLT) can be both effective and enjoyable for those who encounter this handicap.
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Ihbour, Said, Laila Berroug, Chahbi Hind, Fatiha Chigr, and Mohamed Najimi. "NEUROPSYCHOLOGICAL APPROACH OF FACTORS AGGRAVATING THE READING LEARNING DIFFICULTIES AMONG MOROCCAN ARABIC-SPEAKING STUDENTS WITH DEVELOPMENTAL DYSLEXIA PROFILE." Acta Neuropsychologica 20, no. 1 (February 23, 2022): 17–34. http://dx.doi.org/10.5604/01.3001.0015.7947.

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Dyslexia is the most common learning disability in school and the most devastating in terms of academic performance. In interaction with the socio-cultural environment, several and various factors can aggravate the difficulties of reader acquisition in dyslexic children. Identifying these factors and interpreting them according to the neuropsychological approach, in the Moroccan context, was the objective of this study Socio-economic data was collected from 626 children, aged 9 to 15 years with an average age of 11,95 years, enrolled in public educational establishments in the Beni Mellal-Khenifra region, located in central Mo- rocco. Among all the participants, 41 had a profile of dyslexia, 13 of whom had reading attitudes evoking "severe dyslexia". Subjects underwent a cognitive assessment. the others were normal-readers and classified as good readers (n=481) and weak readers (n=104). To follow our purpose, we have determined socio-cultural and cognitive variables that may discriminate between students in the "severely dyslexic" group and their "dyslexic" peers. The performance gap was significant in favor of "dyslexic" students in the reading test of pseudowords, rapid naming of images, and the deletion of the initial phoneme. These data reinforce the hypothesis that the phonological deficit is at the root of developmental dyslexia. On the socio-cultural domain, the results showed that preschool attendance and early exposure to written language activity discriminate the participants with a "severe dyslexia" profile from their peers in the "dyslexic" group. We believe that these two factors were responsible for the moderate intensity of the disorder observed in the "dyslexic" group. Our study also showed that bilingualism raises the degree of learning reading difficulties among students with this disorder. These results are consistent with those described in the literature, it suggests that dyslexics can implement compensation strategies both at the behavioral and neuronal level. They call on those in charge of the Moroccan education system to recognize the existence of learning disabilities of neurobiological origin in order to address the necessary care for children who suffer from them.
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Abbott-Jones, A. "A Quantitative Study Identifying the Prevalence of Anxiety in Dyslexic Students in Higher Education." Research Journal of Education, no. 71 (February 17, 2021): 42–55. http://dx.doi.org/10.32861/rje.71.42.55.

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Adult students with dyslexia in higher education can receive support for their cognitive needs but may also experience negative emotions such as anxiety due to their dyslexia in connection with their studies. This paper aims to test the hypothesis that adult dyslexic learners have a higher prevalence of academic and social anxiety than their non-dyslexic peers. A quantitative approach was used to measure differences in academic and social anxiety between 102 students with a formal diagnosis of dyslexia compared to 72 students with no history of learning difficulties. Academic and social anxiety was measured in a questionnaire based on the State-Trait Anxiety Inventory. Findings showed that dyslexic students showed statistically significantly higher levels of academic, but not social anxiety in comparison to the non-dyslexic sample. Dyslexic students in higher education show academic anxiety levels that are well above what is shown by students without dyslexia. The implications of this for the dyslexia practitioner is that delivery of strategies to deal with anxiety should be seen equally as important, if not more so, than interventions to deal with cognitive difficulties.
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Can, Eda, Ayşegül Vural, and Esra Mengi. "Phonological Deficits in Turkish Dyslexic Students." Psycholinguistics in a Modern World 15 (December 25, 2020): 111–15. http://dx.doi.org/10.31470/10.31470/2706-7904-2020-15-111-115.

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Dyslexia is a spesific learning disability that is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. Due to these difficulties, phonological component of language is also affected. Via an articulation test, it was revealed that dyslexic students made errors in some consonants both at the beginning and at the end of the words. There was a relation between the age and dyslexia on the performance of phonological tasks whereas this relation could not be found between gender and dyslexia. As proposed before, the students without dyslexia made less errors compared to the dyslexic students.
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Dissertations / Theses on the topic "Dyslexic Students"

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Johansson, Helena. "Dyslexia:Assessment and Examination of Dyslexic Students, Dyslexi: Bedömning och Examination av dyslektiska elever." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29805.

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The purpose of this degree project is to address the issue of dyslexia in the language classroom. It explores how teachers understand, address and work with dyslexia in relation to assessment and examination. The research has been based on qualitative interviews conducted with three working teachers: two English teachers and one Swedish teacher who is specialized in special aid teaching. Along with a theoretical background regarding useful research, relevant terms and definitions used in the discussion concerning dyslexia, the research establishes that interviewed teachers understand what working with dyslexic learners entails. However, there is lack of insight into Skolverket (The National Agency for Education) and the actual recommended procedures when assessing and examining dyslexic learners. This research highlights the importance of giving educators the tools and strategies needed to support dyslexic students in the examination situation and how to fairly assess these students.Keywords: Dyslexia, assessment, examination, reading and writing difficulties.
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Busgeet, Toynarain. "Dyslexia in higher education : exploring lecturers' perspectives of dylexia, dyslexic students and support strategies." Thesis, University of Liverpool, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.526789.

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Without the awareness and understanding of the academic staff who come in contact with students with dyslexia, no HEI can be said to be making satisfactory provision for such students" (Singleton et a1.1999, p. 50). Following the introduction of the Special Education Needs Report (2001-2) much has been achieved regarding the provision of dyslexia support in higher education in the U.K. However, academic staff themselves remain largely unaware about dyslexia and how best to support dyslexic students (Borland and lames, 1999; Tinklin et al., 2004; Mortimore and Crozier, 2006; Holloway, 2001; Goode, 2007). The finding is supported mainly by research which focuses on the disabled students' perspective within the context of general disability there are hardly studies seeking lecturers' views specifically about dyslexia. The aim of this research was, therefore, to find the extent to which lecturers conceptualised their own understanding of dyslexia, dyslexic students and support in a university context. To achieve the above aim, lecturers' views were underpinned by Bricman et al. (1982) theoretical framework of help and coping. Based upon these authors' 'theory of attribution to responsibility of both the cause and solution of the problem' the framework is organised under four distinct help/support modalities, known as Moral, Enlightenment, Medical and Compensatory. Utilising a mixed quantitative and qualitative approach, the research was conducted in four stages. In the first stage, using in-depth interviews, data obtained were utilised to generate a research questionnaire for the main study. The interview findings revealed that lecturers were orientated predominantly towards two of Bricman et al. four help/support modalities, namely the Compensatory and Medical models. This is consistent with the Difference and the Deficits paradigms of dyslexia (West, 1997). In the main phase of the study (stages 2 and 3), quantitative findings fro a questionnaire revealed that lecturers associated almost equally with the Medical and Compensatory models in respect of their views of dyslexic students and approach to support. However, they did not associate quite so readily in their own role and that of dyslexic students in the support strategy. Specifically, lecturers did not only prefer to take a 'subordinate' role but had an expectation that dyslexic students should take ownership of their own support responsibility. This finding is consistent with the Compensatory model. Additionally, results showed that lecturers were limited in their understanding of dyslexia and ability to support dyslexic students. Since a quantitative study of this nature does not provide rich explanations of why lecturers held the views they did, the fourth phase of the research used a semi-structured interview designed to elaborate on some of the questionnaire findings. The data, not only added to the earlier findings but also identified some previously undiscovered factors that impinged on lecturers' support behaviour. To conclude, lecturers' general lack of dyslexia awareness, coupled with the way that they conceptualised dyslexic students showed serious implications for their approach to students' support. Most importantly, the researcher argues that while lecturers' expectation of their own role and that of dyslexic students may be helpful in supporting the more capable and independent students they may not be quite so helpful in supporting those students requiring a more immediate and direct form of dyslexia support.
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Pollak, David. "Dyslexia, the self and higher education : learning life histories of students identified as dyslexic." Thesis, De Montfort University, 2002. http://hdl.handle.net/2086/4089.

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Carter, Jeanne Wendy Elizabeth. "Dyslexic students in higher education : a psychological study." Thesis, University of Sheffield, 2004. http://etheses.whiterose.ac.uk/14861/.

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The experience of dyslexic students in higher education is examined in this thesis in four studies: two major and two minor. The first study focuses on autobiographical information and describes how the hypothesis and the general theme of the study emerged from personal experience. Study two presents a set of qualitative case studies, which employ Jonathan Smith's Interpretative Phenomenological Analysis (IPA) technique in order to generate a set of key themes (looking for a reason, social comparison, low self-esteem and need for appropriate support) which are then developed into the questionnaire which constitutes study three. The questionnaire comprised 54 items and was retumed by 86 respondents, 38 male and 48 female. The high agree response rate; confirmed that the statements generated accurately reflected the views of respondents. Furthermore, a rich source of data was gathered from the free comment section. The information gathered from the three stUdies is then used to develop a preliminary model of dyslexia support, suggesting provision of support across the whole institution, rather than allocation of support on an individual basis. The model is evaluated in study four, via peer group review in the form of a questionnaire. The first chapter introduces the theoretical background to the thesis, reviewing the relevant psychological literature and highlighting the situation in practice and policy in the present system. Chapter two presents the writer's own personal experience in the form of an autobiographical case study (study one), thus presenting the reasoning behind the generation of the hypothesis explored within the thesis. Chapter three offers the rationale behind the employment of mixed methods within the thesis, a variety of qualitative methodological tools are discussed, including Interpretative phenomenological analysis (IPA); grounded theory and symbolic interaction ism. Chapter four discusses the underlying theoretical/philosophical assumptions behind the utilisation of the particular qualitative method (IPA) employed in the analysis of the case studies presented in study two. 4 Chapters five to eight evaluate and discuss the findings from studies two and three and consider the implications that these have in relation to the restrictions of the present system; offering a preliminary model of support for dyslexic students in higher education. Chapter nine presents the findings from study four (peer review questionnaire), evaluating the preliminary model of dyslexia support put forward in the previous chapter. The thesis concludes with a review of its findings (Chapter 10) and a discussion of its contribution to a wider understanding of the issues involved in supporting dyslexic students in higher education, together with implications for policy, practice and pedagogy.
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Bragd, Andreas. "Aiding dyslexic students in the EFL classroom. : Tools and methods for helping upper secondary school students with dyslexia reach a passing grade." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-83254.

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Teachers with or without special training encounter dyslexic students daily. As such, these teachers need to have tools for these encounters. One hundred seventy-two teachers took part anonymously in an online survey. This paper looks closely at the following: the multi-sensory approach, extra-classroom groups, the impact of motivation and how to motivate students, and the social implications of dyslexia in a classroom situation and what can be done about them. This paper also includes the so-called special stipulations, a part of the Swedish school ordinance that allows a teacher to omit criteria when grading a student under specific circumstances. The survey showed that there is a myriad of different aids being used and that there are many different views on the special stipulations, some positive and some critical. Finally, one of the most important findings shown by the study is that there is a general lack of knowledge about the impact of the opacity of English orthography.
Lärare med eller utan särskild utbildning möter elever med dyslexi dagligen, och behöver därmed verktyg för dessa bemötanden. Etthundrasjuttiotvå lärare deltog anonymt i en online undersökning. Den här uppsatsen tittar närmre på följande: det multi-sensoriska tillvägagångssättet, grupper utanför klassrummet, hur bristen på motivation påverkar elevernas inlärning och hur man kan motivera dem. Även möjliga sociala konsekvenser dyslexi kan ha i en klassrumssituation och vad man kan göra åt dem diskuteras. Till sist ingår även undantagsbestämmelsen, även känd som PYS-paragrafen. Den är en del av den svenska skolförordningen och tillåter en lärare att bortse från enstaka kursmål när det kommer till betygssättning under särskilda omständigheter. Undersökningen visade att det finns ett stort antal hjälpmedel som används, och många olika tankar om undantagsbestämmelsen, en del positiva, andra kritiska. Slutligen så visar min undersökning att det finns en brist på kunskap om den låga transparensen hos den engelska ortografins påverkan.
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Molnar, Smith Caroline. "Improving Reading Skills For Dyslexic Students In The English Classroom." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29806.

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The aim of this paper was to investigate what principles and approaches can be utilized when helping dyslexic students to improve their reading skills in the English classroom. The structure of this study is narrative research synthesis which means that the paper is based on articles written by others. The results indicate that there are several approaches to make use of, such as the Orton-Gillingham approach, Phonics and Whole language. Many experts support the principle of multisensory structured learning regarding the teaching of dyslexic students. This means that students use all their senses at the same time: visual, auditory and kinaesthetic. In order to further help students improve reading skills, the teacher can create a safe and calm classroom environment to reduce stress.
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Tolson, Rebecca. "Implementation of federal and state policies for students identified with dyslexia or showing dyslexic tendencies in Ohio public schools." University of Akron / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=akron1588679052569486.

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Rapti, Sofia. "Quantitative and qualitative differences in reading performance between Greek language teachers & 12th grade pupils and between adult dyslexic & non-dyslexic students." Thesis, University of Northampton, 2013. http://nectar.northampton.ac.uk/6546/.

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The significance of reading is undoubted today, while learning to read efficiently is a main aim of every educational system. Reading is one of the greatest challenges that pupils, students and adults have to encounter daily at school, university and professional life, especially dyslexics, for whom it is a really hard and demanding process. Given the importance of reading and the various factors can positively or negatively influence the reading ability, the current study aims to investigate to what extent the reading process is affected a) by familiarity with text, and b) by biological-constitutional factors. In this respect, the reading performance a) of Greek language teachers was compared to that of 12th grade pupils, and b) of adult dyslexic students to that of age-matched normal controls in terms of reading speed, accuracy and comprehension. The reading performance of teachers and pupils was evaluated in an Ancient Greek text and its corresponding translation in Modern Greek. The reading performance of adult dyslexics and controls was evaluated in 2 texts of varying difficulty and a list of words of raising difficulty. Participants read both aloud and silently, while being timed and tape- recorded for further analysis. After reading each text, they answered to reading comprehension questions. Pupils made significantly more reading errors compared to teachers in both Ancient (p < .001) and Modern Greek (p <.05). However, they were significantly faster than teachers in all reading procedures (p < .001), while they did not lack in comprehension (p > .05). Both groups made similar reading errors in both Ancient and Modern Greek. Finally, comparing the two languages, both teachers and pupils were significantly faster (p < .001), comprehended better (p < .001) and were more accurate (p < .05) in Modern Greek. Adult dyslexic students were significantly slower (p < .001), attained lower level of comprehension (p < .05) and made significantly more reading errors (p < .001) than the control group in all reading procedures. In contrast to non-dyslexics who read significantly faster silently (p < .05), dyslexics read at almost the same rate in both aloud and silent condition (p > .05). Additionally, the former attained higher level of comprehension in the silent condition, as opposed to the latter, who showed a trend to comprehend better aloud. Comparing reading in context and out of context, dyslexics made significantly more reading errors in the word list (p < .001), whereas non-dyslexics made comparable reading errors in the word list and the two passages (p > .05). Both groups made similar reading errors. Finally, logistic regression analysis revealed that the 2 groups could be almost perfectly differentiated based on only one variable, namely reading speed (classification accuracy 98.1%). Findings confirmed that the reading process in the phonologically consistent Greek language is influenced by factors, such as language structure and familiarity with print as well as by biological-constitutional factors. Results emphasise on the importance of daily extensive reading practice for a better reading speed, at least, which is essential not only for normal-achieving population but dyslexic readers as well, since reading speed was found to be the latter’s main deficit and the main differentiating factor between dyslexics and controls. The results may be useful for effectively addressing the difficulties encountered not only by pupils who are taught but also by teachers who teach Ancient and Modern Greek, as they may lead to new teaching methods and learning strategies. Also, results might be helpful for the accurate diagnosis of adult dyslexics based on reading speed, as well as for the effective treatment of the difficulties dyslexic university students still encounter, due to their constitutional reading deficit.
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Levinstein, Sylvie. "A case study of a reading intervention programme for 'dyslexic students' in Israel." Thesis, Anglia Ruskin University, 2013. http://arro.anglia.ac.uk/314612/.

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There is agreement among researchers that phonological awareness deficits are one of the main causes of dyslexia. Some researchers support the view that phonological awareness can be improved by teaching reading through a topdown approach (whole word) or a bottom-up approach (grapheme-phoneme); others claim that the combination of these two complementary approaches is more successful. The goal of this research combined reading intervention programme was to enhance the six 'dyslexic students' phonological awareness and to improve their reading in English in the inclusive English as a foreign language classroom. The research studied the effects the reading intervention programme, which systematically combines the two complementary approaches for the same duration of time in each session, had on the six Israeli research 'dyslexic students'. The present study is an inductive action research applying a case study design using qualitative research tools. Data from in-depth pre- and post-intervention interviews is triangulated with the participants' diaries, the practitioner's journal and the documentation of the pre- and post-intervention participants' assessments. Thematic data analysis indicated an improvement in the participants' phonological awareness, reading in English and functioning in the inclusive EFL classroom as a result of the combined reading intervention programme. The contribution to knowledge points to the fact that while a four-month cognitive intervention programme with 'dyslexic students' in Israel, studying English as a foreign language may improve students' cognitive functioning in English, it is insufficient in enabling students to allay their fears regarding the expectations of Israeli society, and their ability to succeed in life. Propositions suggest conducting a further action research study which examines the implementation of an additional emotional intervention to the cognitive one. The development of the emotional intervention will enable evaluation of the effects of a combined programme on 'dyslexic students' in Israel.
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Bainbridge, Gillian. "Identifying strategies that support the learning of auditory dyslexic students : a case study." Thesis, University College London (University of London), 2007. http://discovery.ucl.ac.uk/10020537/.

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Books on the topic "Dyslexic Students"

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Meeting the needs of students with dyslexia. New York, NY: Continuum International Pub. Group, 2008.

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Fabian, Hercules, and Glasgow School of Art, eds. Understanding dyslexia: An introduction for dyslexic students in higher education. Glasgow: Glasgow School of Art, 2000.

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author, Green Shannon, ed. 100 ideas for secondary teachers: Supporting students with dyslexia. London: Bloomsbury, 2016.

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Supporting students with dyslexia in secondary schools. Abingdon, Oxon: Routledge, 2009.

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How to reach & teach students with dyslexia. West Nyack, N.Y: Center for Applied Research in Education, 2000.

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B, Thomson, ed. Dyslexia toolkit: A resource for students and their tutors. 3rd ed. Milton Keynes: Open University, 2007.

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Szumko, Jacqueline. An investigation into reasons for stress in dyslexic students in higher education. Leicester: De Montfort University, 2002.

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D, Wolf Beverly Ph, ed. Teaching students with dyslexia and dysgraphia: Lessons from teaching and science. Baltimore, Md: Paul H. Brookes Pub. Co., 2009.

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Exley, Sioned. The effectiveness of teaching strategies for dyslexic students based on their preferred learning styles. Leicester: De Montfort University, 2002.

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Wilde, Bonnie Lynn. Creative writing for dyslexic and ADD students: Creative writing guide ideas of visual-spatial appeal to junior high and high school students. Lacombe, Alta: Loftier Learning Reading Lag & Dyslexia Outreach, 2005.

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Book chapters on the topic "Dyslexic Students"

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Arnbak, Elisabeth, and Carsten Elbro. "Teaching Morphological Awareness to Dyslexic Students." In Problems and Interventions in Literacy Development, 277–90. Dordrecht: Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-017-2772-3_17.

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Pollak, David. "Supporting Higher Education Students who are Dyslexic." In Supporting Dyslexic Adults in Higher Education and the Workplace, 59–73. Chichester, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781119945000.ch7.

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Greene, Cara Nicole. "Computer-Assisted Language Learning (CALL) for Dyslexic Students." In Lecture Notes in Computer Science, 793–800. Berlin, Heidelberg: Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11788713_116.

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Fidler, Rob, and John Everatt. "Reading Comprehension in Adult Students with Dyslexia." In Supporting Dyslexic Adults in Higher Education and the Workplace, 91–100. Chichester, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781119945000.ch10.

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Ventura, Michele Della. "Effective Scaffolds (Supported by ICT) for Improving Student Skills: Dyslexic Students’ Experiences with Their Peers." In Learning Environment and Design, 93–106. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-8167-0_6.

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Anderson, Vikki, and Sue Onens. "How well are Students with Specific Learning Difficulties Prepared for Higher Education? A Case Study of a Pre- 1992 University." In Supporting Dyslexic Adults in Higher Education and the Workplace, 22–32. Chichester, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781119945000.ch3.

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Elbeheri, Gad. "Dyslexia." In Motivating Students with Dyslexia, 7–9. First edition. | Abingdon, Oxon ; New York, NY : Routledge, [2021]: Routledge, 2020. http://dx.doi.org/10.4324/9781003108474-3.

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Elbeheri, Gad. "Dyslexia." In Motivating Students with Dyslexia, 10. First edition. | Abingdon, Oxon ; New York, NY : Routledge, [2021]: Routledge, 2020. http://dx.doi.org/10.4324/9781003108474-4.

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Hatakeyama, Masashi, and Akio Fujiyoshi. "Simulating the Answering Process of Dyslexic Students for Audio Versions of the Common Test for University Admissions." In Lecture Notes in Computer Science, 328–34. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-08645-8_38.

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Clayton, Pauline. "Students, Dyslexia, and Mathematics." In Dyslexia in Practice, 251–62. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/978-1-4615-4169-1_10.

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Conference papers on the topic "Dyslexic Students"

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Pelleriti, Margherita. "Dyslexic students: from language learning to language testing." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8231.

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This paper will focus on the delicate issue of assessing the language proficiency of dyslexic students in a foreign language, namely English. These learners are usually considered a sub-group of test takers because of their specific learning differences. An overview of dyslexia will be presented, shedding light on the difficulties encountered by dyslexic students during their learning process. Some of the accommodations used during the learning process will be illustrated, along with the accommodations and/or modifications allowed during language testing. Attention will also be paid to fairness and validity represented by accommodations. Moreover, the special requirements allowed by international examination boards during their high-stakes tests will be analysed. Finally, this paper will illustrate what the Italian Law takes into account for dyslexic students and how it is applied at the University of Modena and Reggio Emilia, Italy.Keywords: dyslexia; SpLDs; language testing; learning differences; accommodations; testing validity.
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Phelps, Christin. "Reaching Dyslexic Students." In SIGDOC '20: The 38th ACM International Conference on Design of Communication. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3380851.3416739.

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Adkins, Amy, and Cecilia Turman. "ASSISTIVE TECHNOLOGIES FOR DYSLEXIC STUDENTS." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.2321.

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Wilson, Dale-Marie. "Multimodal programming for dyslexic students." In the 6th international conference. New York, New York, USA: ACM Press, 2004. http://dx.doi.org/10.1145/1027933.1028001.

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Wood, Jennifer. "Promoting Inclusive Practice: Video CVs as a Teaching & Learning Tool in the Language Classroom." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13088.

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This paper considers the benefits and results of the introduction of a video CV assessment into an intermediate, mixed-ability undergraduate Spanish-language class. This task was designed both to modernize an existing written task and to provide students with dyslexia and other language-processing difficulties with the opportunity to best display their capabilities in the second language (L2). Dyslexia is a Specific Learning Difference (SpLD) whose characteristics can vary in form and severity, but which particularly affect language-processing. Dyslexic individuals often display a “paradoxical co-existence of special abilities and disabilities” (West, 1991, p.32): Abilities which include verbal acuity, visuospatial faculties, flexible problem-solving and creative skills which can all be used to advantage when designing activities to help students achieve success in learning a second language. A multisensory approach is now widely recognised as benefiting dyslexic individuals while other suggested adjustments include: oral recordings rather than written performance; multimedia presentations; and the incorporation of tasks that activate kinaesthetic-tactile components of learning, all elements mobilized within the video CV task. The video CVs produced by students were multisensory and creative while effectively mobilisiing the L2, showing the benefits of inclusive practice for all students, helping to create a diverse and engaging learning experience.
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dos Santos, Bianca Rodrigues, Giseli Donadon Germano, and Simone Aparecida Capellini. "TEACHERS’ OPINIONS REGARDING THE LEARNING SKILLS OF BRAZILIAN DYSLEXIC SCHOOLCHILDREN." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end044.

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"Dyslexia is described as a difficulty in learning to read, which affects 5-12% of students. The aim of this study was to characterize the opinion of teachers of students with dyslexia in a specific questionnaire on learning skills. 74 teachers of Brazilian schoolchildren with an interdisciplinary diagnosis of dyslexia participated, of both genders, aged from 9 years to 10 years and 11 months from the 3rd to the 5th year of Elementary School I. The teachers answered the Learning Skills Questionnaire, composed of six items: 1) attention skills; 2) visual processing skills; 3) auditory processing skills; 4) logical-mathematical reasoning skills; 5) motor skills; 6) behavioral skills. The questionnaire was filled out by teachers, with responses scored on a scale from 0 to 4 points (Likert Scale). Data for this study were collected from March 2019 to March 2020, before the start of the COVID-19 pandemic in Brazil. The results were analyzed statistically indicating that teachers answered “rarely” and “sometimes” for all categories, except for category 6 (behavioral), which most answers were “never”. There was also an indication of “I don't know” for all categories, suggesting that teachers’ lack of knowledge regarding behaviors aspects of dyslexic’s schoolchildren. The results allowed us to conclude that teachers still need of information about how schoolchildren with dyslexia learn to read, since the results “rarely” and “sometimes” were presented in all categories of academic learning."
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Alsobhi, Aisha Yaquob, and Geetha Abeysinghe. "An evaluation of accessibility of e-learning for dyslexic students." In 2013 International Conference on Current Trends in Information Technology (CTIT). IEEE, 2013. http://dx.doi.org/10.1109/ctit.2013.6749468.

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VIRVOU, MARIA, and EYTHIMIOS ALEPIS. "MOBILE AND ELECTRONIC MEDICAL SUPPORT AND EDUCATION FOR DYSLEXIC STUDENTS." In Proceedings of the Seventh International Workshop. WORLD SCIENTIFIC, 2006. http://dx.doi.org/10.1142/9789812773197_0043.

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Noccetti, Sabrina. "MEMORIZATION TECHNIQUES TO TEACH L2 ENGLISH VOCABULARY TO DYSLEXIC STUDENTS." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1397.

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Bertumen, Estefanie, Carlos Albornoz, Donna Rae Cañero, Jethro Manalo, and Alexandria Ramos. "FLIPPINO: A MOBILE APPLICATION ON READING FOR THE DYSLEXIC STUDENTS OF WORDLAB." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0005.

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