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Journal articles on the topic 'Learning difficulties'

Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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1

Barden, Owen, and Tina Cook. "Learning Difficulties." Journal of Literary & Cultural Disability Studies: Volume 15, Issue 3 15, no. 3 (August 1, 2021): 263–67. http://dx.doi.org/10.3828/jlcds.2021.22.

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2

Mathieson, Alex. "Learning difficulties." Nursing Standard 9, no. 5 (October 26, 1994): 17. http://dx.doi.org/10.7748/ns.9.5.17.s38.

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3

Fitzpatrick, Mike. "Learning difficulties scandal." British Journal of General Practice 58, no. 557 (December 1, 2008): 899. http://dx.doi.org/10.3399/bjgp08x376384.

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4

Snowling, Margaret J. "Specific learning difficulties." Psychiatry 4, no. 9 (September 2005): 110–13. http://dx.doi.org/10.1383/psyt.2005.4.9.110.

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5

Stefanidis, Vasileios, George Anogianakis, Angelos Evangelou, and Marios Poulos. "Learning difficulties prediction." International Journal of Biomedical Engineering and Technology 21, no. 2 (2016): 176. http://dx.doi.org/10.1504/ijbet.2016.077182.

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6

McGinley, Patrick. "Our Learning Difficulties." Irish Journal of Psychology 13, no. 3 (January 1992): 327–40. http://dx.doi.org/10.1080/03033910.1992.10557892.

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7

Hall, Alyson. "Specific learning difficulties." Psychiatry 7, no. 6 (June 2008): 260–65. http://dx.doi.org/10.1016/j.mppsy.2008.04.009.

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8

Mclean-Thorne, D. R. "Specific Learning Difficulties." School Psychology International 15, no. 1 (February 1994): 69–88. http://dx.doi.org/10.1177/0143034394151005.

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9

Febliza, Asyti, and Putri Ade Rahma Yulis. "Mapping learning difficulties in general chemistry course." Jurnal Pendidikan Kimia 10, no. 2 (August 31, 2018): 372–76. http://dx.doi.org/10.24114/jpkim.v10i2.10772.

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10

Inglis, Pamela A., and John Swain. "Men with learning difficulties doing research: challenging views of learning difficulties." Disability & Society 27, no. 3 (May 2012): 339–52. http://dx.doi.org/10.1080/09687599.2012.654986.

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11

Twomey, Elizabeth. "Linking learning theories and learning difficulties." Australian Journal of Learning Disabilities 11, no. 2 (January 2006): 93–98. http://dx.doi.org/10.1080/19404150609546812.

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12

Sentilruban, O. V., and Yu V. Drozdova. "FOREIGN STUDENTS: LEARNING DIFFICULTIES." Современные наукоемкие технологии (Modern High Technologies), no. 3 2021 (2021): 188–92. http://dx.doi.org/10.17513/snt.38554.

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13

Atkinson, Stacey. "Sexuality and learning difficulties." Learning Disability Practice 18, no. 4 (May 5, 2015): 11. http://dx.doi.org/10.7748/ldp.18.4.11.s16.

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14

Ingram, Richard. "Learning difficulties and communication." Nursing Standard 5, no. 31 (April 24, 1991): 36–39. http://dx.doi.org/10.7748/ns.5.31.36.s41.

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15

Graham, Lorraine, and Jeff Bailey. "Learning Disabilities and Difficulties." Journal of Learning Disabilities 40, no. 5 (September 2007): 386–91. http://dx.doi.org/10.1177/00222194070400050101.

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16

Ainscow, Mel. "Preventing Difficulties in Learning." Disability, Handicap & Society 2, no. 3 (January 1987): 294–96. http://dx.doi.org/10.1080/02674648766780381.

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17

Sobel, Daniel, and Wendy Knott. "Inclusion: Moderate learning difficulties." SecEd 2015, no. 32 (December 3, 2015): 13. http://dx.doi.org/10.12968/sece.2015.32.13.

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18

Auty, Patricia. "Teaching About Learning Difficulties." Physiotherapy 75, no. 8 (August 1989): 462. http://dx.doi.org/10.1016/s0031-9406(10)62642-9.

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19

Mirmotahari, Omid, Christian Holmboe, and Jens Kaasbøll. "Difficulties learning computer architecture." ACM SIGCSE Bulletin 35, no. 3 (September 2003): 247. http://dx.doi.org/10.1145/961290.961606.

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20

Holborow, P. L., and P. S. Berry. "Hyperactivity and Learning Difficulties." Journal of Learning Disabilities 19, no. 7 (August 1986): 426–31. http://dx.doi.org/10.1177/002221948601900713.

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21

Ganschow, Leonore, Richard L. Sparks, and James Javorsky. "Foreign Language Learning Difficulties." Journal of Learning Disabilities 31, no. 3 (May 1998): 248–58. http://dx.doi.org/10.1177/002221949803100304.

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22

Scliar-Cabral, Leonor. "Learning Alphabetic System Difficulties." English Linguistics Research 11, no. 2 (December 12, 2022): 50. http://dx.doi.org/10.5430/elr.v11n2p50.

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My aim is to discuss the ontogenesis of structured patterns of pertinent phonemic differences of a given sociolinguistic variety and the difficulties children face when trying to learn how to read. I first explain how the child innately guided loses her/his sensitivity to some phonetic features, realigns categories and sharpens or broadens categories in such a way that the cortex cells tune with categories that are pertinent to the sociolinguistic variety being acquired. Then, I focus on learning an alphabetic system like the Latin script, as a cognitive process, based on neurosciences findings about the reading process. I explain the initial difficulties children face, when trying to learn how to read. Before knowing the principles of the alphabetic system, the child does not perceive the contrasts among the syllable constituent units. The difficulty of delimiting words, namely unstressed words, and the fact that vision neurons of primates are genetically programmed for disregarding the minimal differences among basic features and the differences of direction such as right as opposed to left, and of vertical position, the bottom, as opposed to the top deserves an adequate early literacy education. Psycholinguistic research today can help overcome those difficulties by applying its results on developing new methods and new teaching materials intended for beginners in the literacy process.

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23

Scliar-Cabral, Leonor. "Learning Alphabetic System Difficulties." English Linguistics Research 11, no. 2 (December 12, 2022): 50. http://dx.doi.org/10.5430/elr.v11n2p60.

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My aim is to discuss the ontogenesis of structured patterns of pertinent phonemic differences of a given sociolinguistic variety and the difficulties children face when trying to learn how to read. I first explain how the child innately guided loses her/his sensitivity to some phonetic features, realigns categories and sharpens or broadens categories in such a way that the cortex cells tune with categories that are pertinent to the sociolinguistic variety being acquired. Then, I focus on learning an alphabetic system like the Latin script, as a cognitive process, based on neurosciences findings about the reading process. I explain the initial difficulties children face, when trying to learn how to read. Before knowing the principles of the alphabetic system, the child does not perceive the contrasts among the syllable constituent units. The difficulty of delimiting words, namely unstressed words, and the fact that vision neurons of primates are genetically programmed for disregarding the minimal differences among basic features and the differences of direction such as right as opposed to left, and of vertical position, the bottom, as opposed to the top deserves an adequate early literacy education. Psycholinguistic research today can help overcome those difficulties by applying its results on developing new methods and new teaching materials intended for beginners in the literacy process.

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24

Verzhanskaya, O., and T. Laguta. "Difficulties of distance learning." New Collegium 3, no. 105 (November 22, 2021): 33–37. http://dx.doi.org/10.30837/nc.2021.3.33.

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The difficulties encountered by teachers during distance learning are described. These include the teacher's inability to work with new educational technologies, the low level of information culture among individual teachers, psychological problems, the inability to organize joint cognitive activities with students, and others. The content of special training of teachers for the conditions of distance learning is proposed. It was noted that professional development should become a continuous and constant process. The tasks of the advanced training system have been updated, namely: training teachers in the ideology of distance learning, studying the organizational and technological environment, continuous assimilation of promising information technologies of education, continuous training in the latest achievements of psychology and pedagogy, training in forms of control of students' knowledge. The skills of a teacher necessary for the successful organization of communicative interaction with students in the distance learning system are considered.For the successful organization of communicative interaction with students in the distance learning system, the teacher must be able to apply the forms of verbal and non-verbal communication; conduct a virtual discussion, establish contact with the audience on-line; involve in discussion, expressing one's own opinion and establishing interpersonal interaction; conduct training sessions taking into account the psychological characteristics of student behavior in a virtual environment; find an individual approach to students during distance learning; create a positive emotional atmosphere between the subjects of distance learning. Prospects for further research are in the development and creation of a special adaptation program for teachers who teach in a distance learning environment. The program for training teachers should cover the main issues of distance learning: legislative framework, computer literacy, the use of information systems, psychological and pedagogical features of the implementation of distance learning.

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25

Pathan, Habibullah, Marta Szczepaniak, Ayesha Sohail, Quratul Ain Mirza, and Ilahi Bux. "Support for learning social, emotional and behavioral difficulties." International Journal of Academic Research 6, no. 1 (January 30, 2014): 42–46. http://dx.doi.org/10.7813/2075-4124.2014/6-1/b.6.

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26

Devibala, S., and Pankajam R. "LEARNING DIFFICULTIES OF STUDENTS IN LEARNING EFL." International Journal of Research -GRANTHAALAYAH 5, no. 5(SE) (May 31, 2017): 87–92. http://dx.doi.org/10.29121/granthaalayah.v5.i5(se).2017.1976.

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The study aimed to identify the learning difficulties in English as a second language among ninth standard students. In the present study survey method was used. The investigator adopted the survey method to study the difficulties in learning English as a second language among the 9th standard students. . Investigator selected only 300 ninth std school students as sample in Coimbatore district using stratified random sampling. The findings reveal that based on the factors the maximum difficulty is found to be in the Speaking (45%) skill. Next to speaking, vocabulary and reading are found to be difficult for the selected ninth standard students. Grammar seems to be least difficult for their level. Demographic variables such as gender and medium of instruction has no impact on LD in learning EFL among students, whereas type of school and locality has significant impact on LD in learning EFL among students.

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27

조홍섭. "Overcoming Learning Difficulties and Learning New Languages." Jungang Journal of English Language and Literature 54, no. 4 (December 2012): 479–504. http://dx.doi.org/10.18853/jjell.2012.54.4.020.

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28

Castro, Obdulia, and Veronica Peck. "Learning Styles and Foreign Language Learning Difficulties." Foreign Language Annals 38, no. 3 (October 2005): 401–9. http://dx.doi.org/10.1111/j.1944-9720.2005.tb02226.x.

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29

Goddard, Helen. "Dyslexia and Other Learning Difficulties – Third editionDyslexia and Other Learning Difficulties – Third edition." Nursing Standard 27, no. 20 (January 16, 2013): 30. http://dx.doi.org/10.7748/ns2013.01.27.20.30.b1456.

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30

Clifford, Vanessa, Anthea Rhodes, and Georgia Paxton. "Learning difficulties or learning English difficulties? Additional language acquisition: An update for paediatricians." Journal of Paediatrics and Child Health 50, no. 3 (October 18, 2013): 175–81. http://dx.doi.org/10.1111/jpc.12396.

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31

Antonis, Theofilidis. "The Hypothesis of Unexplained Brain Damage and Learning Difficulties." Neuroscience and Neurological Surgery 8, no. 5 (May 10, 2021): 01–08. http://dx.doi.org/10.31579/2578-8868/165.

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Introduction: The term learning disabilities refers to a complex and multidimensional phenomenon that affects many thousands of students. Due to the rich symptomatology of learning difficulties and the increased differences between individuals, it has not been possible to analyze all cases exclusively from the perspective of the neuropsychological approach. Aim. The aim of this study was to present research conducted in the context of theories on the brain function of people with learning disabilities. Supporting the hypothesis of brain dysfunction. Methodology: Literature review was carried out in the web, which referred to researches on Special Learning Disabilities and the brain function associated with them. Results: Review of the literature highlighted key points of the relationship between learning difficulties and brain function. Brain dysfunction and the cognitive functions produced emerged as one of the key factors involved in learning disabilities. Many of the theories developed around the problems of children with learning disabilities have focused on specific areas of the brain that may be dysfunctional. Conclusions: The difficulty of locating obvious brain damage in individuals who have been characterized as dyslexic leads to the strengthening of the hypothesis of the existence of a slight or minimal brain damage that cannot be easily diagnosed and strengthens the hypothesis of an unexplained brain damage that could be heterogeneous groups of learning disabilities.

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32

Lithner, Johan. "University Mathematics Students’ Learning Difficulties." Education Inquiry 2, no. 2 (June 2011): 289–303. http://dx.doi.org/10.3402/edui.v2i2.21981.

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33

BJorK and Kroll. "Desirable Difficulties in Vocabulary Learning." American Journal of Psychology 128, no. 2 (2015): 241. http://dx.doi.org/10.5406/amerjpsyc.128.2.0241.

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34

González Castellano, Nuria. "MULTIPLE INTELLIGENCES AND LEARNING DIFFICULTIES." MLS Educational Research 1, no. 1 (October 24, 2017): 19–38. http://dx.doi.org/10.29314/mlser.v1i1.26.

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35

Call, Mary Lee Scott, and Madeline E. Ehrman. "Understanding Second Language Learning Difficulties." TESOL Quarterly 31, no. 2 (1997): 372. http://dx.doi.org/10.2307/3588056.

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36

Hughes, Jeff, Roy I. Brown, and Maurice Chazan. "Learning Difficulties and Emotional Problems." Canadian Journal of Education / Revue canadienne de l'éducation 16, no. 2 (1991): 242. http://dx.doi.org/10.2307/1494983.

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37

Simpson, Sarah. "Book Review: Specific learning difficulties." Child Language Teaching and Therapy 14, no. 1 (February 1998): 108–9. http://dx.doi.org/10.1177/026565909801400114.

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38

Rotsika, V., R. Papatheophilou, L. Pechlivanidou, R. Machera, D. Madianou, M. Madianos, S. Richardson, and C. Stefanis. "“Early detection of learning difficulties”." Early Child Development and Care 30, no. 1-4 (January 1988): 71–84. http://dx.doi.org/10.1080/0300443880300106.

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39

Micallef, Silvana, and Margot Prior *. "Arithmetic learning difficulties in children." Educational Psychology 24, no. 2 (April 2004): 175–200. http://dx.doi.org/10.1080/0144341032000160137.

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40

Treacy, Victoria. "Autism with Severe Learning Difficulties." Nurse Education Today 22, no. 3 (April 2002): 267–68. http://dx.doi.org/10.1054/nedt.2001.0693.

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41

Dickinson, Janet, and Mandy Miller. "Complex Learning Difficulties and EBD." Emotional & Behavioural Difficulties 7, no. 4 (November 1, 2002): 197–206. http://dx.doi.org/10.1177/1363275202007004002.

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42

Bahar, M., A. H. Johnstone, and M. H. Hansell. "Revisiting learning difficulties in biology." Journal of Biological Education 33, no. 2 (March 1999): 84–86. http://dx.doi.org/10.1080/00219266.1999.9655648.

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43

Drifte, Collette. "Supporting children with learning difficulties." Practical Pre-School 2001, no. 26 (March 2001): 13–14. http://dx.doi.org/10.12968/prps.2001.1.26.40881.

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44

Allington, Richard L., Anne Mcgill-Franzen, and Ruth Schick. "How Administrators Understand Learning Difficulties." Remedial and Special Education 18, no. 4 (July 1997): 223–32. http://dx.doi.org/10.1177/074193259701800404.

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Abstract School administrators in six school districts were interviewed. Each district had been identified previously as having increasing rates of retention in grade or transitional-grade placements and increasing incidence of the identification of students as having disabilities. School administrators offered a variety of explanations for students' learning difficulties and offered a number of suggested remedies. virtually all of the explanations and remedies placed the school outside the central sphere of influence. In other words, in these interviews administrators offered few ideas for altering the current general education programs as a potential strategy for addressing the problems of at-risk children.

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45

Dickinson, Janet, and Mandy Miller. "Complex learning difficulties and EBD." Emotional and Behavioural Difficulties 7, no. 4 (January 2002): 197–206. http://dx.doi.org/10.1080/13632750200507017.

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46

Thurman, Sue. "Autism with Severe Learning Difficulties." British Journal of Learning Disabilities 30, no. 4 (December 2002): 176–77. http://dx.doi.org/10.1046/j.1468-3156.2002.00186.x.

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47

Siau, Keng, and Poi-Peng Loo. "Identifying Difficulties in Learning Uml." Information Systems Management 23, no. 3 (June 2006): 43–51. http://dx.doi.org/10.1201/1078.10580530/46108.23.3.20060601/93706.5.

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48

Rosner, Jerome. "HELPING CHILDREN OVERCOME LEARNING DIFFICULTIES." Optometry and Vision Science 71, no. 7 (July 1994): 474–75. http://dx.doi.org/10.1097/00006324-199407000-00008.

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49

King, Helen. "Student difficulties in learning geoscience." Planet 25, no. 1 (March 2012): 40–47. http://dx.doi.org/10.11120/plan.2012.00250040.

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50

Watson, Judith. "Constructive Instruction and Learning Difficulties." Support for Learning 15, no. 3 (August 2000): 134–40. http://dx.doi.org/10.1111/1467-9604.00162.

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