Journal articles on the topic 'Dyslexic Students'
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1
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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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/10.31470/2706-7904-2020-15-111-115.
Full textAbstract:
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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Gosiewska-Turek, Bogusława Maria. "Dyslexia, Self-efficacy, and Language Instruction in Foreign Language Learning -- A Mixed Quantitive-qualitative Study." Theory and Practice of Second Language Acquisition 8, no. 1 (January 28, 2022): 71–84. http://dx.doi.org/10.31261/tapsla.9501.
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The aim of the research is to investigate the interdependence between dyslexia, self-efficacy, and foreign language instruction. The author of the study applied a mixed-method: quantitative and qualitative. The quantitative data were collected through self-efficacy questionnaires filled out by dyslexic and non-dyslexic students, and the qualitative data were collected during a case study conducted with a dyslexic student. The research findings in the first quantitative part of the study reveal that self-efficacy in dyslexic students is substantially lower than in non-dyslexic students. According to the results of the second mixed, quantitative - qualitative part of the study encompassing a case study, foreign language instruction has an impact on dyslexic students’ self-efficacy and appropriate language instruction rises self-efficacy in students with dyslexia.
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Muyassaroh, Sitta Novia, and Izzatin Kamala. "LEARNING MOTIVATION OF DYSLEXIA STUDENTS IN OVERCOMING LEARNING DIFFICULTIES." Abdau: Jurnal Pendidikan Madrasah Ibtidaiyah 4, no. 1 (July 1, 2021): 116–25. http://dx.doi.org/10.36768/abdau.v4i1.172.
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ABSTRACTChildren with special needs (ABK) who have dyslexia can cause children to have difficulties in learning, including difficulties in spelling, reading, writing and communicating with others. The subjects in this study were dyslexic students with the initials DH at one of the Inclusive Elementary Schools in Sleman. The results showed that parents only realized dyslexic children when the children entered their teens, the environment also affects the learning motivation of dyslexic children, and the efforts made by teachers and parents in overcoming the learning difficulties of dyslexic students. From the results of the study, DH experienced dyslexia in the form of difficulty in speaking, hesitation when answering the interlocutor's questions, spelling word for word slowly with a soft or low voice or intonation, and difficulties in writing and difficulty communicating with the surrounding environment. The method used in this research is descriptive qualitative. Data collection techniques were carried out by indepth interviews, observation and literature review. By providing maximum learning assistance between teachers and parents, it will increase learning motivation for dyslexic children.Keywords: dyslexia children, learning motivation, learning difficulties
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Passadelli, Anthoula Styliani, Aikaterini Klonari, Vyron Ignatios Michalakis, and Michail Vaitis. "Geography Teachers’ Knowledge of and Perceptions on Dyslexia." Education Sciences 10, no. 10 (October 12, 2020): 278. http://dx.doi.org/10.3390/educsci10100278.
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At all levels of education, teachers are actively involved in improving students’ learning outcomes and developing their own pedagogical experience. As a consequence, the teacher’s role in managing learning difficulties is of particular importance. This research investigates secondary school geography teachers’ knowledge of and perceptions of dyslexia. For research purposes, 61 questionnaires were distributed to secondary teachers teaching geography all over Greece. The questionnaire included a total of 30 questions about demographic and personal information, teachers’ knowledge of and perceptions of dyslexia, and teaching approaches they adopt while teaching geography. The research examined teachers’ willingness to use teaching tools and innovative approaches that would help all students and, more specifically, dyslexics. The responses were coded using SPSSv.23.00. The results show that teachers’ knowledge of dyslexia is contradictory, as most teachers (93.4%) believe that dyslexia affects students’ performance only in language courses, whereas a smaller percentage of teachers (just 27.8%) believe that dyslexic students also find it difficult to participate in science courses, and only 26.2% believe they face difficulties in orientation as well. Teachers also have unclear views on how to manage dyslexia and how to implement effective teaching strategies. The results show the importance of geography teachers’ training on dyslexia and the integration of new technology in teaching dyslexic students.
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Cahyana, Cahyana, Hetti Hidayati, Muhammad Barja Sanjaya, Adi Satria Pangestu, Angga Anjaini Sundawa, and Aritakalam Aritakalam. "Leady: A Multisensory Approach in Mobile Application for Dyslexic Children." CommIT (Communication and Information Technology) Journal 15, no. 1 (March 20, 2021): 31–39. http://dx.doi.org/10.21512/commit.v15i1.6661.
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Dyslexia is considered the most common appearance of a learning disability in the world. Dyslexic students often suffer from emotional issues because of their educational failure experiences. Dyslexia cannot be cured. However, proper and continuous treatment can help students to achieve better results in their studies. The sooner the intervention happens, the better the outcome will be. The research presents the design and development of a mobile application to help dyslexic students to learn how to read. The application is called Learning Dyslexia (Leady). The Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model is used for developing the application. It uses a multisensory approach as the teaching method. Leady aims at young learners so that they can have the intervention from an earlier age. The application design also complies with the appropriate design for dyslexic students, such as in the selection of used fonts and background color. Then, Leady is demonstrated to five dyslexia caretakers (the teachers or parents) from a dyslexia school in Bandung. From the conducted survey, it can be inferred that the method is integrated well since all respondents agree that Leady can help dyslexic students to learn how to read. Most of them agree that the used method in Leady is suitable for dyslexic students.
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Szumska, Magdalena. "Dylematy związane z włączaniem uczniów dyslektycznych do systemu edukacji." Językoznawstwo 15, no. 1 (December 2021): 279–88. http://dx.doi.org/10.25312/2391-5137.15/2021_18msz.
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Dilemmas related to the inclusion of dyslexic students into the education system. The aim of the article was to present opportunities to include dyslexic students into the process of education in mainstream schools. The text constitutes an overview of a set of rules to allow for the better functioning of dyslexic students in the educational system. I also wanted to present a holistic view of cooperation between specialists, school teachers and the parents of pupils with dyslexia. Keywords: dyslexia, inclusion, special educational needs students, English as a foreign language, English as a second language, English as an additional language
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Belger, Jane, and Jacqueline Ann Chelin. "The Inclusive Library: An investigation into provision for students with dyslexia within a sample group of academic libraries in England and Wales." Library and Information Research 37, no. 115 (October 4, 2013): 7–32. http://dx.doi.org/10.29173/lirg555.
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The aim of this research was to investigate how the term inclusion can be applied to the support of dyslexic students within higher education in England and Wales. It explored the additional support services offered to dyslexic students by academic libraries and whether they are moving towards a more ‘dyslexic friendly’ environment. The research investigated the following issues:
1. Whether the additional support services provided by academic libraries meet the needs of dyslexic students
2. How inclusive is dyslexia provision within academic libraries?
The methodological approach was primarily qualitative with some quantitative elements - a questionnaire and face-to-face interviews.
The findings demonstrated that the provision for dyslexic students varied across the sample group. The development of more inclusive practices within the physical and virtual library was uncovered but there is still a need for additional support for students with dyslexia. A series of recommendations is derived from the conclusions.
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MARTIN, JENNIFER, ULI H. FRAUENFELDER, and PASCALE COLÉ. "Morphological awareness in dyslexic university students." Applied Psycholinguistics 35, no. 6 (March 11, 2013): 1213–33. http://dx.doi.org/10.1017/s0142716413000167.
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ABSTRACTThis research assessed phonological and morphological awareness in dyslexic university students. We tested 44 dyslexic university students in phonological and morphological awareness tasks and compared their performances to those of both matched chronological age and matched reading level controls. In the phonological awareness tests, the dyslexic university students performed at the same level as their reading level controls. In contrast, they systematically outperformed their reading level controls in the morphological awareness tasks and almost reached the proficiency level of the chronological age controls. The results show that dyslexic university students develop their morphological awareness more than their phonological awareness. These findings add to the evidence indicating that morphological awareness is not deficient in dyslexia and could instead play a beneficial role in the development of literacy skills in this population.
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Ihbour, Said, Hammou Anarghou, Abdelmounaim Boulhana, Mohamed Najimi, and Fatiha Chigr. "Mental health among students with neurodevelopment disorders: case of dyslexic children and adolescents." Dementia & Neuropsychologia 15, no. 4 (December 2021): 533–40. http://dx.doi.org/10.1590/1980-57642021dn15-040014.
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ABSTRACT Several research studies have been devoted to study the links between emotional disorders and learning disabilities. However, very minimal of this research has focused on dyslexic students. Objective: The objectives of this study were as follows: (1) to assess self-esteem, anxiety, and depression in dyslexic Arabic-speaking children and adolescents and (2) to describe psychiatric comorbidities in these subjects by comparing them to their non-dyslexic peers. Methods: In total, 205 students (56 dyslexics and 149 good readers), pursuing their education in ordinary schools in the Beni Mellal-Khenifra region of Morocco responded to Taylor’s Self-Assessment Scale of Anxiety, Beck’s Depression Questionnaire, and the Coopersmith Self-Esteem Inventory (SEI). Results: Overall, dyslexics were more anxious, more depressed, and had disturbed self-esteem compared to their non-dyslexic peers. The percentage of psychiatric comorbidity was higher in the dyslexic group. Conclusions: The results of this study highlight the need for a multidisciplinary approach that integrates emotional needs assessment into the rehabilitation care of dyslexic children and adolescents.
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Sadry, Zahra, Muska Momand, and Mohammad Haroon Hairan. "Dyslexia and Foreign Language Learning." International Journal of Research and Innovation in Social Science 06, no. 09 (2022): 394–97. http://dx.doi.org/10.47772/ijriss.2022.6931.
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This study investigates the concept of dyslexia, the nature of problems and challenges that dyslexic student encounter during their studies, possible opportunities and the strategies how to support dyslexic language learners. Through conducting online research and review, it has been revealed that dyslexia is not a stigma nor a severe illness, though it was believed so, but it disclosed how one’s brain can work differently and creatively than others’. Educators and parents have important roles in helping and supporting dyslexic students. Teachers should keep in mind that their helpful encouragement of dyslexic students in their learning process can support them in managing their study and learning habits
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Košak-Babuder, Milena, Judit Kormos, Michael Ratajczak, and Karmen Pižorn. "The effect of read-aloud assistance on the text comprehension of dyslexic and non-dyslexic English language learners." Language Testing 36, no. 1 (February 28, 2018): 51–75. http://dx.doi.org/10.1177/0265532218756946.
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One of the special arrangements in testing contexts is to allow dyslexic students to listen to the text while they read. In our study, we investigated the effect of read-aloud assistance on young English learners’ language comprehension scores. We also examined whether students with dyslexia identification benefit from this assistance differently from their peers with no official identification of dyslexia. Our research was conducted with young Slovenian learners of English who performed four language assessment tasks adapted from a standardized battery of Slovenian national English language tests. In a counter-balanced design, 233 students with no identified dyslexia and 47 students with dyslexia identification completed two language comprehension tasks in a reading-only condition, one task with read-aloud assistance and one task in listening-only mode. We used Generalized Linear Mixed-Effects Modelling (GLMM) to estimate accurately the effects of the mode of administration, dyslexia status, and input text difficulty, while accounting for error variance owing to random differences between students, texts, and questions. The results of our study revealed that young L2 learners with no dyslexia identification performed similarly in the three conditions. The read-aloud assistance, however, was found to increase the comprehension scores of dyslexic participants when reading difficult texts, allowing them to perform at the level of their non-dyslexic peers. Therefore, our study suggests that this modification of the test administration mode might assist dyslexic students in demonstrating their text comprehension abilities.
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Alsswey, Ahmed, Fuad Ali El-Qirem, and Mohammed Hassan Al Tarawneh. "Dyslexic Arabic Students in the Arab Countries: A Systematic Review of Assistive Technology Progress and Recommendations." International Journal of Early Childhood Special Education 13, no. 1 (May 5, 2021): 114–20. http://dx.doi.org/10.9756/int-jecse/v13i1.211014.
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Dyslexia is quite possibly the most widely recognized learning troubles. Literacy is a critical life skill; low literacy skills inhibit educational advancement. Even a few dyslexic students may affect the broad educational experience of all students. Unfortunately, dyslexia is a relatively unknown phenomenon in Arabic academic communities. Arab countries are experiencing a rapid increase in dyslexic students; consequently, there is an urgent need to investigate dyslexia and its associated student assistive technology (AT). A systematic review was conducted on AT developed for dyslexic Arabic students to understand AT’s benefits and challenges. Our research found that in addition to learning strategies, several other factors contributed to the adoption (or lack thereof) of AT in Arab classrooms, including environmental, social and cultural factors. This study’s findings can assist AT developers and educational policymakers in efficiently designing and implementing AT.
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Mohammed Almahrag, Khalid. "USING ICT TO SUPPORT STUDENTS WITH DYSLEXIA." Journal Human Research in Rehabilitation 12, no. 1 (April 29, 2022): 36–43. http://dx.doi.org/10.21554/hrr.042204.
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Dyslexic students often have the excellent joint capability, yet many fail to get the mastery of reading. The signs of dyslexia may affect many fields of learning and activities. They may be characterized as a combination of difficulties that influence the learning process in reading, spelling, or writing. It is mainly connected with mastering written language, although spoken language may also be affected. The application of information and communications technology (ICT) is a vital tool to rectify gaps and weaknesses for students who have difficulties spelling and writing and can be highly favorable to dyslexic students. Developing word processing skills allows people with dyslexia, particularly those with scanty motor skills, to better present their work and frees them from the process of writing. Mastering typing and word processing skills are life skills, and the struggle taken up in learning to type will be well recompensed (Beveridge, 1999). In this paper, We will examine the characteristics of dyslexic children and how ICT can facilitate some of their weaknesses and enable them to succeed in taking more control over their learning. We also consider what the advantage and disadvantages to children with dyslexia of using a computer are.
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Alsudays, Raghad. "Design Guidelines for Applications that Target Arab Dyslexic Students." International Journal of Education (IJE) 09, no. 02 (June 30, 2021): 69–79. http://dx.doi.org/10.5121/ije2021.9206.
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Dyslexia is a specific learning disability that involves difficulties in reading and affects the academic achievement of students with dyslexia, particularly in reading. It is a language-based learning disability, where the severity of difficulties varies across different languages. Arab dyslexic students are in need for tools that support their academic achievement process. The design of most of the educational applications in Arabic language that target dyslexic student, do not meet their special needs and requirements. Our contribution is an analysis of design considerations to reach a suitable design for applications that targets Arab students with dyslexia. The result of our analysis is presented as a number of guidelines that are related to the applications elements.
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Abdul Muin, Juhri, Riyanto, and Satryo Budi Wibowo. "A STUDY OF RELATIONSHIP OF PARENTS’ MOTIVATION ON DYSLEXIC CHILDREN’S SCHOOL GOING BEHAVIOUR." Humanities & Social Sciences Reviews 8, no. 2 (April 14, 2020): 29–36. http://dx.doi.org/10.18510/hssr.2020.82e02.
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Purpose of the study: This study aims to identify the type of dyslexia students have and the relationship with motivation given by parents for dyslexic students to go to school.
Methodology: This type of research is associative quantitative research with correlational design. Where the total number of the sample from this study were 48 students and parents’with details of 35 male students and 13 female students who were taken based on purposive sampling techniques and 48 students' parents, data were then analyzed with the help of SPSS 21 application to look for descriptive statistics in the form of mean, min, and max as well as the relationship between parents' motivation and dyslexic children.
Main Findings: From the results of the analysis that has been done, there is a relationship between parents' motivation in fostering the interests of dyslexic children, this is reinforced by the results of dyslexia indicators of PA type with good categories of 64.6% (31 of 48) students, RAN indicators with good categories of 58.3 % (28 out of 48) students, WM indicators with good categories were 62.5% (30 out of 48) students, and parents' motivation for dyslexic children had a useful category of 60.4% (30 out of 48) students.
Applications of this study: For this reason, it is recommended that parents of children with dyslexia children give more attention or motivation than normal healthy children.
Novelty/Originality of this study: In this study, the renewal is looking at the types of dyslexia students, both those of type Phonological Awareness, Rapid Automatized Naming, Working Memory, as well as the relationship with the motivation of parents in motivating children with dyslexia.
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Qurratulain Ershad, Maria Shiraz, and Mazna Toosy. "Investigating the Perceptions of Pakistani Teachers Regarding the Academic Performance of Dyslexic Primary Level Students in the Mainstream Classrooms." sjesr 3, no. 4 (December 25, 2020): 137–46. http://dx.doi.org/10.36902/sjesr-vol3-iss4-2020(137-146).
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Inclusive education requires that education be delivered in a framework that is broad enough to accommodate equally the needs and the requirements of every learner in the society. This includes learners with disabilities like dyslexia who find difficulties in coping in the mainstream classrooms. This study explores the perceptions of the teachers regarding the academic performance of dyslexic students. A qualitative methodology was used and the sample was purposively selected comprising of seven teachers who were involved in teaching dyslexic students. Semi-structured interviews were conducted to determine their perceptions and the challenges that they encounter during the teaching-learning process. The main findings revealed that teacher awareness of dyslexia, teacher training, effective classroom instructions, and educational interventions can help dyslexic students cope in the mainstream classrooms.
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Raharjo, Trubus. "Reading Ability Counseling For Learning Difficulties Children With Dyslexia Using Multi-Factor Analysis." KONSELING RELIGI Jurnal Bimbingan Konseling Islam 10, no. 2 (December 31, 2019): 329. http://dx.doi.org/10.21043/kr.v10i2.6704.
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<p><span class="tlid-translation"><span lang="EN">Difficulty reading in a dyslexic person becomes a problem for students, whereas reading becomes a benchmark in the academic success of students in the class. Reading disability at diagnosis is common in children with normal intelligence but have difficulty building reading skills. Learning difficulties in dyslexic children can be detected from various analyzes of phonological awareness, memory skills, visual stimulation, and auditory stimulation. This study aims to obtain a description of the factors affecting learning difficulties in dyslexic children. The subjects in this study were divided into dyslexic categories as many as 106 and non-dyslexic as many as 104 students in grade 2 until grade 3 of elementary school and the diagnosis was carried out based on the criteria contained in the specific learning disorder category in DSM-5. Measurements were made by testing the reading ability of elementary school students who have an indication of dyslexia with a multi-factor method. The results showed an indication there was an influence between memory, visual stimulation, auditory stimulation with phonological awareness and also a correlation between variables. Students with dyslexia must immediately receive counseling from the counselor.</span></span></p>
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Kruythoff-Broekman, Astrid. "Dyslexie en Het Elektronisch Woordenboek." Toegepaste Taalwetenschap in Artikelen 79 (January 1, 2008): 65–74. http://dx.doi.org/10.1075/ttwia.79.07kru.
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This study focuses on the use of electronic dictionaries by students with dyslexia. As opposed to what is known about paper dictionaries, the electronic dictionary used in this study was frequently consulted during the reading of a digital text in a foreign language. Students with dyslexia were also able to utilize this resource. They searched for high-frequency words significantly more than non-dyslexic students with the same vocabulary. Because the electronic dictionary was easy to manage, some students used it as a reading machine. Students with dyslexia and non-dyslexic students spent the same amount of time reading a digital text. The range of the reading vocabulary of the students, in contrast to the dyslexia factor, appeared to influence the reading tempo and word retention. To stress upon vocabulary growth appears to be an important goal in the intervention of reading problems.
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Shaywitz, Sally E., John M. Holahan, Blair Kenney, and Bennett A. Shaywitz. "The Yale Outcome Study: Outcomes for Graduates with and without Dyslexia." Journal of Pediatric Neuropsychology 6, no. 4 (October 13, 2020): 189–97. http://dx.doi.org/10.1007/s40817-020-00094-3.
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Abstract Dyslexia is defined in recent federal legislation as an unexpected difficulty in reading for an individual who has the intelligence to be a much better reader. Despite its high prevalence (20%), there have been few studies of the experience and outcome of dyslexic students at selective 4-year colleges. We examined academic and social experiences in college and outcome in the workplace 5 or more years after graduation in Yale graduates with dyslexia compared with a matched group of Yale graduates who were typical readers. Dyslexic college graduates did not differ from typical graduates in college and the workplace. Parents of dyslexic children often ask about their child’s future. These findings should reassure those professionals (including pediatric neuropsychologists, school psychologists and pediatricians) that dyslexic students can be successful in school and go on to succeed and thrive at selective colleges.
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Ekawijana, Ardhian, Akhmad Bakhrun, and Zulkifli Arsyad. "Deteksi Dini Anak Disleksia dengan metode Support Vector Machine." Jurnal Sistem Komputer dan Informatika (JSON) 4, no. 1 (October 7, 2022): 217. http://dx.doi.org/10.30865/json.v4i1.4776.
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Dyslexia is a brain disorder caused by genetics. People with dyslexia can live a normal life and even have certain advantages if they get the correct education. People with dyslexia often get the predicate stupid because teachers do not know the case of their students. Early detection of dyslexic children can be done with a series of tests so that the system can conclude that the data is dyslexic or not. Support Vector Machine is a data classification method to share dyslexia test results or not. This system is trained with test results data that are already available using the SVM method. This study uses gamification data to detect dyslexic children or not. SVM proves a good level of accuracy in predictions up to 94%.
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Zeenat, Khan. "A study of attention deficit hyper disorder (ADHD) problem of dyslexic children." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 7 (December 31, 2019): 197–204. http://dx.doi.org/10.18844/prosoc.v6i7.4528.
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Attention deficit hyper disorder (ADHD) and dyslexia both hamper the learning ability of children in the classroom. An estimated 15.99% of dyslexic children are found in every classroom, and 5.60% of the children have ADHD. The study was undertaken to investigate the correlation between dyslexia and ADHD in school-going children. A survey method was used, and 963 students were selected through random sampling technique. The screening and diagnostic test of Dyslexia (SDTD-J) test by Dr. Khan Zeenat and S. B. Dandegaonkar was used for identifying the percentage of dyslexic children in the classroom, and James E. Gilliam test was used for identifying the percentage of ADHD children in the classroom. The findings also showed that 35.06% of dyslexic children also have ADHD problems.
Keywords: Dyslexia, attention deficit hyper disorder.
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Subramaniyan, Vetriselvan, Ng Kah Chun, Puteri Nurkhalilah Huda bt Shahrudin, Deshvinderjit Singh A/L Dalvindar Singh, Gasthuri A/P Sivanadam, Low Pei Qi, Mohamed Moosa Musthak Ahamed, et al. "A Cross-sectional Study on Awareness of Dyslexia Disorder among University Students." Open Access Macedonian Journal of Medical Sciences 8, E (June 10, 2020): 251–55. http://dx.doi.org/10.3889/oamjms.2020.4664.
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BACKGROUND: The condition of dyslexia is a learning disability leading to difficulty in acquiring basic skills of reading, spelling, and writing. It is a disorder with a neurological origin that does not affect the intelligence of a person. It is estimated that between 5% and 10% of the population suffering from dyslexia, but this number can also be as high as 17% because dyslexia may not be recognized and diagnosed in some individuals and because some of them may not disclose that they are diagnosed. In Malaysia, it is estimated that 4% to 8% of children attending school have dyslexia. Dyslexics tend to be more artistic and creative than others.
AIM: This study examines the awareness of dyslexia disorder among university students.
METHODS: The data are collected from the participants through self-made survey questionnaires that consist of 25 questions per questionnaire. A descriptive cross-sectional study is conducted from April 2019 to May 2019.
RESULTS: The current study reflected that dyslexia, not a disease, thus it is not curable. Individuals with dyslexia require extra patience and effort from the family members, teachers, as well as the public, especially in their learning process. We believe that a lack of understanding about this disorder by the public will bring negative impacts to dyslexic individuals such as causing unwanted misunderstanding, causing mental stress to the dyslexics, bringing negative impact to their learning processes, and so on.
CONCLUSION: Our study results suggest that the knowledge level of dyslexia among university students considered as lower than average.
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Boksa, Ewa. "Przyimek i jego użycie w pracach pisemnych dzieci dyslektycznych." Poradnik Językowy, no. 1/2021(780) (January 31, 2021): 24–33. http://dx.doi.org/10.33896/porj.2021.1.2.
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The research presented in this paper is aimed to answer the question whether dyslexic people who had been diagnosed with delayed speech development before they started school use prepositions correctly in statements and how their ability to use prepositional phrases affects their formation of sentence structures. The material underlying the research on the syntactic functions of prepositions and prepositional phrases has been extracted from reports on speech development for six-year-old children and stories created by the same people many years later, when they were eighth-year students. Analyses of dyslexic students’ essays have confi rmed that one of the key indicators of developmental dyslexia, which is helpful in diagnosis, could be the preposition acquisition time as well as understanding and using this part of speech in utterances and statements. Keywords: preposition – developmental dyslexia – delayed speech development
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Nirmala, Sri Dewi, Eng Tek Ong, Ng Khar Thoe, and Subuh Anggoro. "Reading and Writing Ability of Dyslexic Students Through Simultaneous Multisensory Teaching (SMT) Method." Dinamika Jurnal Ilmiah Pendidikan Dasar 14, no. 2 (October 14, 2022): 117. http://dx.doi.org/10.30595/dinamika.v14i2.14352.
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ABSTRACTThe purpose of this study is to analyze the use of the Simultaneous Multisensory Teaching method (SMT) on improving reading and writing skills of dyslexic students . Students with dyslexia in addition to having difficulty in writing, also generally have difficulty in reading and mentioning a letter, word, and sentence, and often reverse in writing and mentioning letters. One of the methods recommended by International Dyslexia Association (IDA) in improving reading and writing skills of dyslexic students is the Simultaneous Multisensory Teaching (SMT) method. SMT is a special method for students with dyslexia. The learning process goes through special stages to develop students' abilities by optimizing several senses in an integrated manner. The subjects in this study were single participants, namely students with dyslexia with the initials AMJ , who were Grade IV students at SDN 1 Pasirlangkap, Cikidang District, Sukabumi Regency . This research uses an approach qualitative with descriptive method . Data collection techniques using interviews, observation, and documentation. Data analysis techniques consist of: 1) data reduction, 2) data presentation, and 3) drawing conclusions. The results showed that gradually the students' reading and writing abilities began to improve by using the SMT method . The ability to recognize letters that are often confused has begun to be mastered, both in pronunciation while reading and writing. Similarly, reading and writing words and sentences, there has been a change compared to the initial observations, which tend to have a lot of writing errors. Based on this, it can be concluded that the use of the SMT method can improve the reading and writing skills of dyslexic students.
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Rosita, Tita, Tuti Alawiyah, Endang Rochyadi, and Sunardi Sunardi. "INTERACTIVE LEARNING MEDIA FOR DYSLEXIC STUDENTS OF ELEMENTARY SCHOOL." PrimaryEdu - Journal of Primary Education 4, no. 1 (February 22, 2020): 48. http://dx.doi.org/10.22460/pej.v4i1.1618.
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The purpose of this study is to develop web-based learning media to improve reading comprehension of dyslexic students. Dyslexia is a condition caused by neurobiological abnormalities that are characterized by difficulty in recognizing words accurately in spelling and inability to encode symbols which lead to reading disorder. The research method used is research and development. This research develops web-based learning media called LexiRoom learning applications. The LexiRoom web was trialed to dyslexic students of the fourth grade of elementary school and obtained effective results to help students to have better comprehension of words and sentences within a paragraph.
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Worthy, Jo, Natalie Svrcek, Annie Daly-Lesch, and Susan Tily. "“We Know for a Fact”: Dyslexia Interventionists and the Power of Authoritative Discourse." Journal of Literacy Research 50, no. 3 (June 29, 2018): 359–82. http://dx.doi.org/10.1177/1086296x18784759.
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Although researchers have studied dyslexia for over a century, there is still much debate about how dyslexia differs from other reading difficulties and how to support students labeled dyslexic. Nevertheless, dyslexia policy and practice are steeped in authoritative discourse that speaks of a definitive definition, unique characteristics, and prescribed intervention programs that are not well supported by research. In Texas, and increasingly in other states, only educators trained in these programs are considered qualified to provide intervention for students identified as dyslexic. In contrast to earlier research, which found that the word dyslexia decreased teachers’ confidence and feelings of self-efficacy, the dyslexia interventionists we interviewed expressed a high degree of confidence and certainty about dyslexia and the interventions they used. Bakhtin’s notion of authoritative and internally persuasive discourse helped us think about the reasons for these findings and how to initiate a broader and more inclusive conversation about dyslexia.
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Yunus, Hasliza, and Noor Aini Ahmad. "Understanding The Definition and Characteristics of Dyslexia." Malaysian Journal of Social Sciences and Humanities (MJSSH) 7, no. 5 (May 25, 2022): e001353. http://dx.doi.org/10.47405/mjssh.v7i5.1353.
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Reading skills are an important element for obtaining knowledge in academic learning. Previous research has demonstrated that dyslexia pupils have a major problem with reading skills. The biggest issue of dyslexic pupils includes language learning disorder. Dyslexia could be a long-lasting impedance, and numerous indications hold on into adulthood. Identification of dyslexia at a preliminary phase comes from the ability to notice dyslexia characteristics, for instance, poor handwriting, written expression difficulties, spelling difficulties, reading fluency, and difficulty associating sounds with letters. Nevertheless, the investigation has exhibited that teachers and parents are still unaware of dyslexia. The goal of this article is to explore dyslexia’s definitions and characteristics that are associated with it. Dyslexia comprises different definitions and characters. Each dyslexic pupil encounters indications that are distinctive from each other. Understanding the definition of dyslexia and the character of early dyslexia can assist teachers in planning fitting intercessions for dyslexic pupils. Conclusions: The implications of this work are that it can assist educators in identifying students who have dyslexia characteristics or symptoms.
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Rosita, Tita, Juntika Nurihsan, Juhanaini Juhanaini, and Sunardi Sunardi. "Assistive Technology for Dyslexia Students in Elementary School." JPI (Jurnal Pendidikan Indonesia) 11, no. 2 (October 3, 2021): 353–61. http://dx.doi.org/10.23887/jpiundiksha.v11i2.36452.
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Technological advances require collaboration in classroom learning practices by providing accessibility to optimize student learning. Classroom learning should be able to accommodate all student learning needs, including students with dyslexia. The purpose of this study was to analyze the need for assistive technology for learning innovation in one of the students who experienced dyslexia in elementary school. This research is qualitative research, using case study method. Data was collected by using interview, observation, and documentation methods. The instruments used in collecting data include: interview guidelines, observation sheets, and documentation guidelines. Data analysis was carried out in a qualitative descriptive manner. The results showed that one of the dyslexic students who is currently in fifth grade elementary school has a phonological deficit and needs learning media to help him practice increasing phonological awareness. Therefore, assistive technology-based learning media is needed to improve the quality of education for dyslexic students, especially in the training process to increase their phonological awareness.
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Zingoni, Andrea, Juri Taborri, Valentina Panetti, Simone Bonechi, Pilar Aparicio-Martínez, Sara Pinzi, and Giuseppe Calabrò. "Investigating Issues and Needs of Dyslexic Students at University: Proof of Concept of an Artificial Intelligence and Virtual Reality-Based Supporting Platform and Preliminary Results." Applied Sciences 11, no. 10 (May 19, 2021): 4624. http://dx.doi.org/10.3390/app11104624.
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Specific learning disorders affect a significant portion of the population. A total of 80% of its instances are dyslexia, which causes significant difficulties in learning skills related to reading, memorizing and the exposition of concepts. Whereas great efforts have been made to diagnose dyslexia and to mitigate its effects at primary and secondary school, little has been done at the university level. This has resulted in a sensibly high rate of abandonment or even of failures to enroll. The VRAIlexia project was created to face this problem by creating and popularizing an innovative method of teaching that is inclusive for dyslexic students. The core of the project is BESPECIAL, a software platform based on artificial intelligence and virtual reality that is capable of understanding the main issues experienced by dyslexic students and to provide them with ad hoc digital support methodologies in order to ease the difficulties they face in their academic studies. The aim of this paper is to present the conceptual design of BESPECIAL, highlighting the role of each module that composes it and the potential of the whole platform to fulfil the aims of VRAIlexia. Preliminary results obtained from a sample of about 700 dyslexic students are also reported, which clearly show the main issues and needs that dyslexic students experience and these will be used as guidelines for the final implementation of BESPECIAL.
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Dadgar, Hooshang, Aida karimzadegan, Zahra Soleymani, and Mahdi Tehranidoost. "Relationship Between Cognitive Flexibility, Attention Shifting, and Planning With Accuracy, Speed, and Reading Comprehension in Normal Children and Children With Dyslexia." Scientific Journal of Rehabilitation Medicine 11, no. 3 (July 23, 2022): 462–73. http://dx.doi.org/10.32598/sjrm.11.3.10.
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Background and Aims Dyslexia is a type of learning disorder that causes problems in reading. Children with dyslexia are affected by various problems, including executive functions. The aim of this study was to investigate the relationship between executive functions and components of reading (comprehension, speed, and accuracy). Methods In this study, 22 normal students and 22 dyslexic students between the age of eight and nine years participated in order to evaluate their executive function and reading skills. Diagnosis of dyslexia was determined by reading and dyslexia test (NEMA). To evaluate the components of reading (speed, accuracy, and comprehension), the comprehension text of the test was used. The Wisconsin Card Sorting Test (WCST) for cognitive flexibility assessment, the Tower of London (TOL) test for the evaluation of planning, and the Color Trail Test (CTT) was used to evaluate attention transmission. Results The average score of dyslexic children in attention shifting, cognitive flexibility, planning, comprehension, speed, and reading accuracy was significantly lower than normal children (P<0.001). A significant correlation was observed between reading accuracy and speed and attention shifting (P<0.05). There was no significant correlation between reading components and other executive function factors (P<0.05). Conclusion Attention shifting, planning, cognitive flexibility, comprehension, speed, and accuracy of reading in dyslexic students are weaker than in normal students, and recovering these factors will lead to an overall improvement in reading. It seems that enhancing the ability of attention shifting in a particular way for students with a major weakness in reading speed or accuracy will be effective.
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Styliani, Passadelli Anthoula, and Klonari Aikaterini. "A Literature Review on Geography Teachers’ Knowledge of and Attitudes Towards Dyslexia." International Journal of Education (IJE) 8, no. 4 (December 30, 2020): 71–79. http://dx.doi.org/10.5121/ije.2020.8407.
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This article is a literature review on geography teachers’ knowledge and perceptions of dyslexia, as well as the teaching methods they decide to use in order to differentiate their teaching in mixed ability classes, including dyslexic students. The aim of the systematic literature review was to identify: a) Geography teachers’ knowledge and perceptions of dyslexia; and b) the teaching strategies that they use to help dyslexic students overcome their difficulties. The research was carried out from October to November 2020. Initially, 1346 articles on dyslexia and teaching methods, generally that were published during the last 20 years (2000-2020) were identified in 5 databases. Findings showed that, despite the very large number of publications on the subject, only a few studies (3) were found to meet our research criteria (dyslexia + geography + teaching methods + teachers’ attitudes/knowledge). It is suggested that future studies focused on teaching geography and its impact on dyslexia would contribute to drawing clearer conclusions on the topic.
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Maskati, Esraa, Fatimah Alkeraiem, Nada Khalil, Raha Baik, Rawan Aljuhani, and Aisha Alsobhi. "Using Virtual Reality (VR) in Teaching Students with Dyslexia." International Journal of Emerging Technologies in Learning (iJET) 16, no. 09 (May 4, 2021): 291. http://dx.doi.org/10.3991/ijet.v16i09.19653.
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Studies show that the number of dyslexic students is increasing, as it does the need of the appropriate learning techniques and methodologies increases as well. For the students with learning disability, generally and the dyslexic stu-dents specifically there aren’t enough technologies that helps them in the learning process. Not only the students with learning disability face this prob-lem but parents and teachers are involved as well. The challenge that students with dyslexia face is that they find difficulties in processing and re-membering information, so they need extra effort and time to learn especial-ly when learning the basics like alphabets. In order to help students’ teachers and parents in the learning process, we developed methodology that mixes education with entertainment and produces an effective way of teaching. The proposed application teaches the students the alphabet by tracing the Ar-abic letters in the three forms initial, middle and final form, and pronounce the letters as well. It uses a friendly virtual reality environment. Virtual reality VR is one of the latest techniques in both education and entertainment which proved its effectiveness. It motivates the students to learn, interact and make the learning processes more productive. The aim of this research is to help the dyslexic students, teachers and parents to learn and enhance the learning process. The evaluation of the system revealed that the proposed application successfully supported students learning in general and students with dyslexia specifically.
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Łodej, Monika. "APPLICATION OF INCLUSIVE DESIGN PRINCIPLES TO TESTING EFL DYSLEXIC STUDENTS." Neofilolog, no. 54/1 (March 31, 2020): 27–45. http://dx.doi.org/10.14746/n.2020.54.1.3.
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There are two main challenges with inclusive testing of EFL students with dyslexia. First, application of inclusion may, paradoxically, involve exclusion of SEN students. Second, there is evidence for inconsistent policies relating to internal and external testing practices. The present paper reports on the application of inclusive design principles to the language testing of EFL students with dyslexia. Specific cognitive demands characteristic of dyslexia are mapped against both the types of accommodations made for SEN students and the principles of inclusive design. The results show a high degree of applicability of inclusive design principles in testing EFL students with dyslexia. Specifically, the data point to a strong alignment between presentation and response accommodations and five areas of weaknesses in dyslexia. The review concludes with a discussion on the benefits and limitations of inclusive testing in dyslexia. It is hoped that this study will advise testing boards, EFL teachers, as well as education and assessment services on the application of inclusive practices to testing EFL dyslexic learners.
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Seyyedsharbati, Mlahat, Heydar Ali Zarei, and Davod Hoseininasab. "Comparative of Visual-Spatial Working memory perception In Normal Students and special learning disabilities Students." Scientific Journal of Rehabilitation Medicine 10, no. 5 (March 6, 2022): 0. http://dx.doi.org/10.32598/sjrm.10.5.15.
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Background and Aims Visual-spatial ability is a complex process involving several interconnected parts that develop with the development of working memory. These processes are performed by students with learning disabilities differently from normal students. Objective: The purpose of this study was to compare visual-spatial perception of working memory between normal students and students with special learning disabilities. Methods The research method was causal-comparative method. The statistical population of the present study included all female and male elementary school students aged 10-12 years with math learning difficulties, dyslexia and normal students in Khoy city. The sample of this study consisted of 90 elementary school students, 30 of whom had math disabilities, 30 of them were dyslexic and 30 of them were normal students. Students with learning disabilities were selected through available sampling in the Learning Disorders Center. Normal students were selected by random cluster sampling from Khoy schools. To diagnose and evaluate mathematical learning disability, the K-Mat test was used and the syndrome checklist was used to diagnose dyslexia. Corsi Blocks Task software was also used to measure the visual-spatial perception of working memory. One way ANOVA was used for data analysis. Results The results showed that the difference between normal students, dyslexic students and those with visual-spatial abilities was significant (F=10.11, P>0.34). Conclusion Students with math learning difficulties and dyslexia had poor performance in visual-spatial perception of working memory compared to normal students.
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Gomes de Campos, Neusa. "DYSLEXIA AND LEARNING PROBLEMS." Revista Científica Educ@ção 5, no. 9 (May 24, 2021): 1220–29. http://dx.doi.org/10.46616/rce.v5i9.176.
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This article presents the concept of several authors about dyslexia, types of dyslexia and their classifications, the learning difficulties of dyslexic students, the symptoms, and treatments of dyslexia, as well as strategies on how to deal with these students and their rights before the law, to present a brief discussion on the subject in question, as many still do not know how to identify and treat a person with this disorder.
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March, Jerry. "Helping Dyslexic Students." Journal of Chemical Education 73, no. 9 (September 1996): A189. http://dx.doi.org/10.1021/ed073pa189.3.
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Wang, Jiahui, Kara Dawson, Kendra Saunders, Albert D. Ritzhaupt, Pavlo “Pasha” Antonenko, Linda Lombardino, Andreas Keil, et al. "Investigating the Effects of Modality and Multimedia on the Learning Performance of College Students With Dyslexia." Journal of Special Education Technology 33, no. 3 (March 1, 2018): 182–93. http://dx.doi.org/10.1177/0162643418754530.
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There has been a lack of research on how people with individual differences learn with multimedia materials, in particular with regard to individuals with dyslexia. Dyslexia is a learning disability characterized by subpar ability in reading, spelling, writing, word recognition, and phonological decoding. This population could potentially benefit from multimedia learning materials according to the cognitive theory of multimedia learning and Orton–Gillingham multisensory instructional approach. This study examined how learning in four multimedia conditions influences dyslexic college students’ ability to recall and recognize information. Seventy-three college students with dyslexia were assigned to one of the four conditions that integrated the modality (spoken text vs. on-screen text) and multimedia (picture present vs. picture absent) principles. They completed a cued-recall and a content recognition test. The results indicated pictures facilitated recognition, which validated the multimedia principle. On-screen text led to a superior performance in recall and recognition compared to spoken text. This finding suggested the modality principle did not hold for participants with dyslexia in this study, which is especially surprising given that dyslexics have difficulty processing written text. Possible explanations of the findings are discussed.
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Kormos, Judit, Milena Košak Babuder, and Karmen Pižorn. "The Role of Low-level First Language Skills in Second Language Reading, Reading-While-Listening and Listening Performance: A Study of Young Dyslexic and Non-dyslexic Language Learners." Applied Linguistics 40, no. 5 (August 17, 2018): 834–58. http://dx.doi.org/10.1093/applin/amy028.
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Abstract Our study investigated the differences in low-level L1 skills and L2 reading, listening, and reading-while-listening outcomes between young dyslexic and non-dyslexic Slovenian learners of English. The research, in which children completed four language assessment tasks in three modes in a carefully counter-balanced order, also examined the relationship between low-level L1 skills and L2 reading, listening, and reading-while-listening performance. The findings show that, in Slovenian, which is a transparent language, dyslexic students are behind their non-dyslexic peers in word-level L1 skills after five years of literacy instruction. The results also call attention to the fact that students with weak L2 reading and listening skills might not always be at risk of, or diagnosed as having, dyslexia. Importantly, the findings suggest that the accuracy and speed of real and non-word reading in L1 might serve as useful indicators of L2 reading difficulties of young language learners. Furthermore, L1 dictation tests were also found to yield diagnostic information on young L2 learners’ listening and reading-while-listening problems.
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Paterson, Rae, and Ann D. Knowles. "Self-Concept in Dyslexic School Children." Australian Educational and Developmental Psychologist 8, no. 2 (November 1991): 29–33. http://dx.doi.org/10.1017/s0816512200026481.
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ABSTRACTPersonal construct theory and the repertory grid technique were used to investigate the self-concepts of 30 dyslexic and 30 non-dyslexic children aged between 9 and 16 years. It was predicted that he self-concepts of the dyslexic students would be more negative than the self-concepts of the non-dyslexic students and that there would be a greater discrepancy between the self-constructions and the ideal self-constructions of he dyslexic group than of the non-dyslexic group. Results indicated hat the dyslexic students ranked themselves as significantly worse at reading and significantly less important than did the non-dyslexic students. The dyslexic children also exhibited significantly greater discrepancy between their ideal self and actualself. A cluster analysis of the grid data indicated that the dyslexic students perceived the constructs ‘Hardworking’, ‘Clever’ and ‘Good at Reading’ as similar, while no such connection was made by the non-dyslexic group.
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Shaywitz, Sally E., and Bennett A. Shaywitz. "Paying attention to reading: The neurobiology of reading and dyslexia." Development and Psychopathology 20, no. 4 (2008): 1329–49. http://dx.doi.org/10.1017/s0954579408000631.
Full textAbstract:
AbstractExtraordinary progress in functional brain imaging, primarily advances in functional magnetic resonance imaging, now allows scientists to understand the neural systems serving reading and how these systems differ in dyslexic readers. Scientists now speak of the neural signature of dyslexia, a singular achievement that for the first time has made what was previously a hidden disability, now visible. Paralleling this achievement in understanding the neurobiology of dyslexia, progress in the identification and treatment of dyslexia now offers the hope of identifying children at risk for dyslexia at a very young age and providing evidence-based, effective interventions. Despite these advances, for many dyslexic readers, becoming a skilled, automatic reader remains elusive, in great part because though children with dyslexia can be taught to decode words, teaching children to read fluently and automatically represents the next frontier in research on dyslexia. We suggest that to break through this “fluency” barrier, investigators will need to reexamine the more than 20-year-old central dogma in reading research: the generation of the phonological code from print is modular, that is, automatic and not attention demanding, and not requiring any other cognitive process. Recent findings now present a competing view: other cognitive processes are involved in reading, particularly attentional mechanisms, and that disruption of these attentional mechanisms play a causal role in reading difficulties. Recognition of the role of attentional mechanisms in reading now offer potentially new strategies for interventions in dyslexia. In particular, the use of pharmacotherapeutic agents affecting attentional mechanisms not only may provide a window into the neurochemical mechanisms underlying dyslexia but also may offer a potential adjunct treatment for teaching dyslexic readers to read fluently and automatically. Preliminary studies suggest that agents traditionally used to treat disorders of attention, particularly attention-deficit/hyperactivity disorder, may prove to be an effective adjunct to improving reading in dyslexic students.