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Hafidah, Hafidah, and Rukli Rukli. "Treatment Slow Learner Learning Repetitive Addition with Realistic Mathematics Learning Approach." Mimbar Sekolah Dasar 9, no. 3 (December 24, 2022): 396–412. http://dx.doi.org/10.53400/mimbar-sd.v9i3.48586.
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Mathematics is the queen of science, but many children experience slow learners in these subjects. Slow learners can achieve maximum abilities if the learning approach is appropriate to the situation. This study examines slow learner children with a realistic mathematics education approach. The research method uses single subject research with multiple baseline cross conditions designs at school and home. Then data analysis uses an internal analysis approach and an analysis between curves of both conditions. The results showed that slow learners experienced a higher tendency to score higher when studying at home than at school. In addition, slow learner students have a higher score increase after treatment, but after moving to another condition, the increase in score slows or stagnates. The implication is that teachers teach slow learners with the MRE approach at school based on home situations to maximize their learning abilities.
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Suryana, Nana. "PROBLEMATIKA SLOW LEARNER." MADROSATUNA : Jurnal Pendidikan Guru Madrasah Ibtidaiyah 1, no. 1 (June 25, 2018): 12–25. http://dx.doi.org/10.47971/mjpgmi.v1i1.15.
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In the learning process, teachers will face a variety of differences that children have, for example children who are slow to follow learning. A slow learner is not a stupid child. Children of slow learners are only delays in following the teaching and learning process compared to other children. This is caused by wrong perceptions of children, emotional disturbances, and errors in education.
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Bateman, Barbara. "TEACHING WORD RECOGNITION TO SLOW-LEARNING CHILDREN." Reading & Writing Quarterly 7, no. 1 (1991): 1–16. http://dx.doi.org/10.1080/0748763910070102.
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Hartini, Ayu, Dessy Widyaningtyas, and Mai Istiqomatul Mashluhah. "LEARNING STRATEGIES FOR SLOW LEARNERS USING THE PROJECT BASED LEARNING MODEL IN PRIMARY SCHOOL." JPI (Jurnal Pendidikan Inklusi) 1, no. 1 (April 24, 2017): 29. http://dx.doi.org/10.26740/inklusi.v1n1.p29-39.
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Children with slow learning problem or a slow learner are those who have low learning achievement or slightly below average of children in general. Today, the children slowly learn many encountered not only in school inclusion, but in regular schools too. Teachers who do not have adequate experience will find it difficult to deal with in the classroom. So the goal of this research is to find appropriate learning strategies for slow learners in elementary school.
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Mansyur, Abd Rahim. "Telaah Problematika Anak Slow Learner dalam Pembelajaran." Education and Learning Journal 3, no. 1 (January 31, 2022): 28. http://dx.doi.org/10.33096/eljour.v3i1.147.
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This study reviews the problems of slow learners in learning. Literary references slow learner to teachers providing learning and parents in providing assistance to children at home during online learning. Based on the results of the study that has been carried out, it is concluded that slow learner children are children who experience learning delays. This can be shown in situations where a child has not been able to master the learning information conveyed by the teacher within a certain time limit. The characteristics of these children are one level above mentally retarded children so they need teacher responses and regular assistance to help them develop themselves. Teachers must observe and identify children who are slow learners to be given counseling assistance that can stimulate cognitive, affective, physical, and intuitive aspects. Counseling should also educate children to use devices in a positive way during online learning.
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Mansyur, Abd Rahim. "Telaah Problematika Anak Slow Learner dalam Pembelajaran." Education and Learning Journal 3, no. 1 (July 26, 2022): 28. http://dx.doi.org/10.33096/eljour.v3i1.137.
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This study reviews the problems of slow learners in learning. Literary references slow learners to teachers providing learning and parents in providing assistance to children at home during online learning. Based on the results of the study that has been carried out, it is concluded that slow learner children are children who experience learning delays. This can be shown in situations where a child has not been able to master the learning information conveyed by the teacher within a certain time limit. The characteristics of these children are one level above mentally retarded children so they need teacher responses and regular assistance to help them develop themselves. Teachers must observe and identify children who are slow learners to be given counseling assistance that can stimulate cognitive, affective, physical, and intuitive aspects. Counseling should also educate children to use devices in a positive way during online learning.
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Noni, Ipon Nonitasari. "Teacher Learning Strategies to the Slow Learner Students in Thematic Learning." Wacana : Jurnal Bahasa, Seni, dan Pengajaran 4, no. 2 (March 9, 2021): 19–26. http://dx.doi.org/10.29407/jbsp.v4i2.14939.
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Dealing with slow learner students in non-inclusive schools is not an easy thing to do. Not all teachers are able to teach slow learner students who are in the same class as regular students. Especially, if the number of slow learner students is not small. So that the teacher must have an ideal learning strategy in thematic learning. Thematic learning is learning that places one theme on several subjects. This study aims to determine how the teacher's strategy in dealing with slow learner children who are in the same class as regular children so that the learning carried out can still improve the thinking skills of slow learner children at SDN 006 Kampung IV Tarakan, North Kalimantan. Researchers used qualitative research using a case study approach. Researchers used interview, observation, and documentation of data collection techniques. Based on the results of data analysis, the researcher found that the teachers used a variety of lecture learning strategies, discussions, and problem solving with alternating seating management, using fun, relaxed, but serious learning accompanied by the use of a reward and punishment system. The teacher also provides additional lessons after school based on the needs and the cooperation between parents and teachers is expected to be able to assist teachers in making lesson plans as well as determining appropriate alternative treatments, especially for slow learners.
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Hirawatillah, Hijrah, Abdul Rashid Abdul Aziz, and Ahlal Kamal. "LEARNING DIFFICULTIES OF CHILDREN WITH SPECIAL NEEDS SLOW LENEAR IN MATHEMATICS LEARNING AT SDN BANUA ANYAR 4 BANJARMASIN." SERUMPUN : Journal of Education, Politic, and Social Humaniora 1, no. 1 (June 5, 2023): 1. http://dx.doi.org/10.61590/srp.v1i1.67.
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<p>This study examines the learning difficulties of children with special needs slow lenear in mathematics learning at SDN Banua Anyar 4 Banjarmasin. Departing from the assumption that learning mathematics is very difficult and boring, coupled with the problems that exist in children, namely slow learning and receiving information (slow lenear), it is necessary to study this problem. This research is a field research using qualitative methods with observation, documentation and interview techniques. From this study provides information that the difficulty that often occurs in slow lenear children is difficulty in understanding symbols, distinguishing between letters and numbers, and upper and lower case letters. In addition to the difficulties experienced by students, accompanying teachers also experience several obstacles such as not having media when accompanying students slow lenear learning and lack of accompanying teachers so that they are tired when accompanying students while studying.</p>
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vogt, paul, and andrew d. m. smith. "learning colour words is slow: a cross-situational learning account." Behavioral and Brain Sciences 28, no. 4 (August 2005): 509–10. http://dx.doi.org/10.1017/s0140525x0544008x.
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research into child language reveals that it takes a long time for children to learn the correct mapping of colour words. steels & belpaeme's (s&b's) guessing game, however, models fast learning of words. we discuss computational studies based on cross-situational learning, which yield results that are more consistent with the empirical child language data than those obtained by s&b.
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Jannah, Shoikhatul, Suryanto, and Niken Titi Pratitis. "Teacher’s Strategy in Improving Slow Learners’ Competence on Distance Learning at SMP Negeri 3 Krian Sidoarjo." JournEEL (Journal of English Education and Literature) 3, no. 1 (June 1, 2021): 45–54. http://dx.doi.org/10.51836/journeel.v3i1.190.
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This study was conducted to describe the application of learning methods and media for slow learner children in order to improve the quality of slow learner children's learning during distance learning (PJJ). This research used qualitative research. Data collection techniques were observation, interviews and documentation studies. Data analysis techniques included data collection, data reduction, data presentation, drawing conclusions and verification. Based on the results of the analysis, the following results were obtained: (1) The subject teacher in making a learning plan did not differentiate between the slow learner and the regular child, but still paid attention to the characteristics of the slow learner. (2) in implementing the distance learning process remained the same as for normal children. Models, methods, learning media were the same, namely by using online media with the same time duration as normal children, but for slow learners there is an additional 2 hours of learning time for every two weeks through face-to-face learning activities ( Offline) and accompanied by a Special Assistance Teacher were carried out in schools with due observance of health protocols, (3) Evaluation of the slow learners (slow learner) was still carried out by subject teachers, the results of which were a reference for the follow-up activities of Special Assistance Teachers to provide guidance
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Fitriani, Yuni, Enung Siti Sadiyyah, Rina Maryanti, and Budi Susetyo. "Multimedia Learning Strategy (Animated Video) for Children With Slow Learner." Proceeding of International Conference on Special Education in South East Asia Region 3, no. 1 (June 17, 2024): 303–9. http://dx.doi.org/10.57142/picsar.v3i1.403.
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This study explores and applies multimedia learning strategies in the form of animated videos to overcome counting difficulties for students in class III-A at SDN Kemirimuka 2, Depok, by taking a research subject with the initials TZ. Numeracy difficulties can be a significant obstacle in learning mathematics, especially for students with slow learning characteristics such as TZ. This research aims to present an innovative and engaging solution through the application of multimedia learning media. The research began by specifically identifying the numeracy difficulties faced by TZ and designing a multimedia learning strategy that could adapt to the needs and characteristics of these students. The selection of animated video as learning media was based on its ability to present mathematical concepts in a visual and interesting way, suitable for the cognitive development level of grade III students. The research was conducted at SDN Kemirimuka 2, involving active participation from TZ, as well as monitoring her learning progress. The results showed that the multimedia learning strategy, specific to the use of animated videos, had a positive impact on TZ's understanding of math concepts and learning motivation. These findings can be used as a basis for further development of learning strategies that can be adopted for students with learning disabilities. Practical implications and recommendations for further development are discussed in this journal, making an important contribution to improving the mathematics learning of students with learning difficulties at the primary level.
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Mansor, Marzita, Wan Adilah Wan Adnan, and Natrah Abdullah. "Personalized Reading: Developing User-Describing Profile for Slow Learner Children." International Journal of Interactive Mobile Technologies (iJIM) 13, no. 07 (July 11, 2019): 103. http://dx.doi.org/10.3991/ijim.v13i07.10775.
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<p><span style="font-size: medium;"><span style="font-family: Times New Roman;">Personalization is a good supplement for learning process. It has been claimed that personalization has a huge potential of providing solution to facilitate the learning path based on children ability and preferences. Diverse research on personalized learning for children have been conducted which, are commonly concerns on the development and implementation of personalized learning products and services. However these researches have little emphasized in exploring slow learner personalized learning process particularly on their reading ability. With that, this paper aims to highlight two key important processes of personalization for slow learner children which are construction of user profile and scenario. The scope of this study is on personalization of reading for slow learner children. There were 13 slow learner children with reading difficulties from primary school participated in this study. The key findings from this study are the construction of user profile and scenario that represent the personalization for reading. These user profile and scenario construction then provide guidelines for the development of personalized interface design for slow learner reading application. </span></span></p><p><strong> </strong></p><p> </p>
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Wulandari, Suci, and Susanti Prasetyaningrum. "Media Stamp Game untuk Meningkatkan Kemampuan Berhitung Anak Slow Learner di Sekolah Dasar." Psympathic : Jurnal Ilmiah Psikologi 5, no. 2 (December 31, 2018): 131–48. http://dx.doi.org/10.15575/psy.v5i2.2977.
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Slow learner children may find it hard to learn abstract and symbolic concepts, which could lead to difficulties in math learning, such as sum. The stamp game is a learning media with a concept to teach count operation (sum) with concrete form that is easy to use by children with simple steps and used repeatedly to reinforce the concepts. Thus, it may improve math ability in slow learner children. The purpose of this study is to improve the ability of counting operations (sum) in elementary school students who are slow learner by using the stamp game. This study used single case experimental design. The participants were three slow learner children selected using purposive sampling technique. The results of the research show that the stamp game can improve counting (sum) ability in elementary school students who are a slow learner.
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Anggraeni, Anggi. "Individual Educational Program for Slow Learner." Psycho Holistic 4, no. 2 (November 30, 2022): 79–83. http://dx.doi.org/10.35747/ph.v4i2.423.
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Slow learner is a condition where students have intellectual potential slightly below the average. Due to abilities below the average of children at their age, slow learner student’s ability in learning is slower than children at their age. With this condition, slow learner students need special education programs to optimize their potential so they can obtain learning outcomes as level as other student at their age group. This study discusses a design of individual education programs for slow learners students based on Reddy's theory, including providing motivation, giving individual attention, developing self-confidence, developing the habit of completing assignments well, and repeating the study by teacher or parent. If the programs can be done consistently by teachers and parents, the outcome will be effective in supporting the optimal learning for slow learners. This research based on literature review on books, journals, and articles from several databases such as Proquest, Google Scholar, and Pubmed from 2006 to 2021.
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Fitria Ayu Aryanti, Minsih, and Choiriyah Widyasari. "The Role of Youth Organizations Village in Developing Talents for Slow Learning Students." International Journal of Elementary Education 7, no. 1 (February 16, 2023): 106–14. http://dx.doi.org/10.23887/ijee.v7i1.54860.
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Talent is a special potential that exists in every child, including children in the slow learner category. It takes efforts from various parties to develop a talent from slow learner students, one of which is Youth Organizations. The purpose of this study was to analyse the role of the Village Youth Organization in developing students' talents in the slow learner category. The method in this study uses a qualitative approach, with an exploratory descriptive design. The research subjects included slow learner students, teachers, and members of Youth Organizations. Data collection techniques are using observation and interviews. Data analysis techniques include data reduction, data display, and data verification. The results of the study show that the types of talents possessed by slow learners include football, painting, and singing. The role of Youth Organizations in efforts to develop the talents of slow learner children is to facilitate every activity that is needed to develop children's potential such as empowering soccer, volleyball activities, holding painting competitions, and calling to prayer competitions. The conclusion in this study is that most of the talents of slow learner children are in sports, where developing their talents is facilitated by holding several competitions and forming a sports team.
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STOKES, STEPHANIE F., SOPHIE KERN, and CHRISTOPHE DOS SANTOS. "Extended Statistical Learning as an account for slow vocabulary growth*." Journal of Child Language 39, no. 1 (May 24, 2011): 105–29. http://dx.doi.org/10.1017/s0305000911000031.
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ABSTRACTStokes (2010) compared the lexicons of English-speaking late talkers (LT) with those of their typically developing (TD) peers on neighborhood density (ND) and word frequency (WF) characteristics and suggested that LTs employed learning strategies that differed from those of their TD peers. This research sought to explore the cross-linguistic validity of this conclusion. The lexicons (production, not recognition) of 208 French-speaking two-year-old children were coded for ND and WF. Regression revealed that ND and WF together predicted 62% of the variance in vocabulary size, with ND and WF uniquely accounting for 53% and 9% of that variance respectively. Epiphenomenal findings were ruled out by comparison of simulated data sets with the actual data. A generalized Mann–Whitney test showed that children with small vocabularies had significantly higher ND values and significantly lower WF values than children with large vocabularies. An extended statistical learning theory is proposed to account for the findings.
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Kurnia, Rina, and Yeti Nurhayati. "DEVELOPMENT OF INQUIRY-BASED STUDENT WORKSHEETS (LKPD) ON MATHEMATICS SUBJECT IN THE MATERIAL OF CUBES AND BLOCKS TO IMPROVE MATHEMATICAL UNDERSTANDING OF SLOW LEANERS." PrimaryEdu - Journal of Primary Education 4, no. 1 (February 19, 2020): 12. http://dx.doi.org/10.22460/pej.v4i1.1468.
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This research is background by most of the slow learner children who are slow in understanding the basic concepts of cubes and blocks, slow learners children still have difficulty in verbally defining the concept of cubes and blocks. This research aims to develop the Student Inquiry Worksheet (LKPD) based on inquiry in the mathematics subject matter of cubes and beams in slow learners and to find out the improvement of the ability of mathematical understanding of slow learners of children on cube and blocks material after applying inquiry-based learning models. The research was conducted at SDN Margahayu 08 Bandung Regency, using the Research and Development model. LKPD was developed with the stages of identifying problems, collecting data, designing LKPD, validating, revising designs, and conducting LKPD trials. The results of the analysis using SPSS software version 24.0 For windows with several stages of testing, namely the prerequisite test (normality and homogeneity test), T test (paired sample t test). by first analyzing the test result data (pre-test and post-test) conducted individually on the child slow learner about the ability to understand mathematical concepts of cube and beam material. the results showed that LKPD was appropriate to be used in learning slow learner cubes and blocks with inquiry-based material and there was an increase in the ability to understand mathematical concepts of slow learner children by using LKPD and by applying inquiry-based learning models.
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Mukhlis, Akhmad, Bella Kirana Nur Havida, and Afif Auliya Nurani. "Special Assistance Teachers Learning Strategies for Slow Learner Students in Inclusive Elementary Schools." Jurnal Inovasi Pendidikan dan Pembelajaran Sekolah Dasar 7, no. 1 (April 20, 2023): 158. http://dx.doi.org/10.24036/jippsd.v7i1.122424.
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This study examines the learning strategies of Special Assistance Teachers (GPK) for students with slow learner barriers of inclusive elementary school age. A qualitative case study approach is used to answer research questions. Sumbersari 1 public elementary school in Malang City was chosen as the research location for two main reasons, namely as the official inclusion primary school for the education office and at the same time as the oldest inclusive primary school and as a reference in Malang City. Six students with slow learner barriers and one special accompanying teacher became research participants for three months. The results showed that the learning strategies used were visual media, drill methods, remedial, teaching everyday life, and approaching slow-learning children with special needs through intense communication. The inhibiting factors of this strategy are learning that requires high reasoning, making slow learners with special needs often feel difficult, low self-confidence, insufficient number of GPK, and less cooperative parents. The supporting factors for this strategy are adequate facilities, appropriate methods, and smooth communication between slow learners, special assistance teachers, and children with special needs.
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Novidayanti, Novidayanti, Sitti Fatimah Kadir, Muhammad Ilham, and Raehang Raehang. "Studi Kasus Siswa Lamban Belajar di kelas IV Madrasah Ibtidaiyah." Diniyah: Jurnal Pendidikan Dasar 4, no. 2 (January 30, 2024): 65. http://dx.doi.org/10.31332/dy.v4i2.6712.
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This study aims to depict the experiences of slow learners in fourth grade and identify variables contributing to their difficulties. This qualitative research was conducted at MIN 2 Konawe Selatan, with seven slow-learning fourth-grade students and three fourth-grade teachers as informants. Data collection was carried out through observation, interviews, and documentation. The research data were then analyzed through stages of data collection, data reduction, data presentation, and conclusion drawing. The results showed that students experiencing learning difficulties are those who often delay completing homework, have cognitive abilities below standard, struggle to ask or answer questions during learning, and face challenges in reading and understanding the teacher's lessons. However, slow learners have the same good morals as normal children. The factors causing slow learning in students include low cognitive abilities, poor memory, concentration disorders during learning, difficulties in expressing ideas, poor academic achievement, language or communication problems, and emotional factors.Keywords: Slow Learners, student experiences, factors causing slow learning
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Rachmat, Faisal. "THE EFFECT OF WHOLE LANGUAGE APPROACH TOWARD IMPROVING READING CAPABILITIES IN SLOW LEARNER CHILDREN IN PRIVATE VOCATIONAL SCHOOL (SDS) X JAKARTA." CONS-IEDU 1, no. 01 (June 30, 2021): 20–31. http://dx.doi.org/10.51192/cons.v1i01.100.
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In this study, researchers focused on children ABK by category slow learner, where children Slow learner that has a low learning achievement or slightly below normal average child at one or all academic areas and have an IQ test scores between 70 and 90 Cooter. In this case the subject is still not able to read properly. The subject is very child spirit and want to try on every subject but when it enters the activities in the Paper-Pencil subjects look to avoid and often show psychosomatic behavior. Researchers are keen to improve reading skills in children slow learner in SDS X Jakarta method of Whole Language Approach which presents a learning method of teaching the language as a whole, not separately. The purpose of this study was to analyze the effect of Whole Language approac to the reading skills of children in SDS X Jakarta
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Nurul Husna M, Wan Fatimah WA, Ahmad Sobri H, and Manisah MA. "PROPOSED ROBOTIC-BASED MODEL FOR SLOW LEARNER’S LEARNING." Malaysian Journal of Public Health Medicine 20, Special1 (August 1, 2020): 6–13. http://dx.doi.org/10.37268/mjphm/vol.20/no.special1/art.662.
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Learning is important for the development of children with special needs. Slow learners, which are included in the special-needs category suffer from extreme timidity thus making them unable to actively involved in learning sessions. It is important for them to actively involve in the learning activities as it affects their academic achievement. This study involves two phases of activities which are; Phase 1, identification specification through literature review and expert interview, and Phase 2, model development. From the specification identification phase, suitable elements and components are identified, gathered, analysed and organised to prepare a comprehensive model. Therefore, a robotic-based model for slow learners’ learning is proposed. The model consists of the elements and the components that emphasize interactive student-centred learning. The model is derived from Care-Receiving Robot, Social Development Theory and Triple-D Model which consists of the teacher (More Knowledgable Other), the student, the robot (Care-Receiving Robot), learning by teaching to invoke student-centred learning, and evaluation (Triple-D Model).
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Janah, Rahmatul, and Imas Diana Aprilia. "Development Of A Beginning Reading Program For Slow Learners With Montessori Techniques." Proceeding of International Conference on Special Education in South East Asia Region 2, no. 1 (June 20, 2023): 118–30. http://dx.doi.org/10.57142/picsar.v2i1.72.
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Reading is the basis for mastering various fields of study. Slow learners generally fail to understand basic lessons and concepts in academics, such as reading, writing, mathematics and language. This is because the above processes require a fairly complicated cognition process. So in overcoming obstacles to learning to read at the beginning of slow learners, a reading technique is needed that suits the needs of children. One of the reading techniques that can be used is the Montessori technique which is based on the Montessori method.The objectives of this study are as follows: (1) Knowing the stages of the process of developing an initial reading program for slow learners with Montessori techniques (2) Knowing the feasibility of developing an initial reading program for slow learners with Montessori techniques. The research method used in this study is a mixed research method. The final product of this study resulted in a beginning reading learning program with Montessori techniques consisting of products: (1) initial reading identification and assessment format (2) Learning program plan (3) Guidebook for teachers (4) Student worksheets (5) Module on Montessori reading techniques that have been modified for slow learner children. Based on research findings, data analysis and theoretical discussion, it can be concluded that the application of the beginning reading program in slow learners with Montessori techniques is feasible because it suits the needs of children and is able to improve initial reading skills. This program also helps teachers to know the stages of making individual learning programs for students with special needs.
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Zakiah, Linda, Asep Supena, and Nur Wulandari. "Parents Collaborative Approach to Handle Slow Learners in The Inclusive Elementary Schoo." Jurnal Ilmiah Sekolah Dasar 6, no. 1 (March 4, 2022): 116–24. http://dx.doi.org/10.23887/jisd.v6i1.41429.
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Slow learners are children who have limited learning abilities, so they experience delays in mental development and adjustment so that they take longer and repeatedly to complete academic and non-academic tasks. This study aims to analyze the collaborative approach of parents for handling slow learners in inclusive elementary schools. This type of research is qualitative research. The research approach used in this research is a descriptive qualitative approach. The study's data collection techniques were participant observation, in-depth interviews, documentation studies, and combination/triangulation. The technique used to analyze the data is descriptive qualitative analysis. The research results, namely the collaboration carried out by the teacher, can be said to have succeeded in making changes to students in two aspects, namely cognitive aspects and affective aspects. The cognitive aspect is that students can understand the lesson, carry out their academic tasks, and get better learning outcomes. The affective aspect is seen from the increased self-confidence. Learning done repeatedly by teachers and parents can become a habit for slow learners. Parental collaboration is a form of responsibility towards their children. Parents have responsibility for the development of their children and hope that their children will be prosperous like other normal children.
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Endratno, Hermin, Muhammad Fuad, Irawan Randikaparsa, Erna Handayani, and Luthfi Zamakhsyari. "Program Dukungan Pendidikan Integratif bagi Mahasiswa Lamban Belajar melalui Program Adaptive E-Learning FEBUMP." PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat 9, no. 4 (April 30, 2024): 735–39. http://dx.doi.org/10.33084/pengabdianmu.v9i4.7041.
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The critical value of inclusive education is the creation of friendly learning for all students, both regular and children with special needs. The campus does not discriminate against students; all students are entitled to the same educational services. For that we need a program that helps learning. The aim is to support the learning success of slow learners, improve the quality and skills of lecturers in the teaching and learning process to support the learning success of slow learners, and provide supporting facilities for academic activities in the form of the FEBUMP Adaptive e-learning program for students to make it easier to understand the material and consult with psychologists. The method used is creating the FEBUMP Adaptive e-learning program, applied to lecturers, psychologists, and students. The results obtained are that lecturers get convenience and understanding in overcoming slow learners; students find it helpful in understanding the material and conducting counseling on the problem of slow learners; teaching and learning activities in the case of slow learners can be handled correctly and adequately without disturbing students who are not slow learners. In conclusion, this program is beneficial in creating a fair and inclusive education system.
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Prawira, Arif, Misdayani Misdayani, Ira Ocktavia Siagian, Tazul Arifin, and Endang Rochyadi. "Curriculum Modification to Improve Counting Fraction Ability on Slow Learner Children." Journal of ICSAR 8, no. 1 (January 30, 2024): 85. http://dx.doi.org/10.17977/um005v8i1p85.
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Not every student gets a learning system that suits their abilities. Therefore, teachers need to know the stages of modifying the curriculum so that it is according to the abilities of students. This study aims to find the stages of modifying the Merdeka Curriculum at the elementary school level in the form of a learning program design in mathematics into fractional material that is adapted to the needs of students with learning disabilities. The research was conducted using the Research and Development research method, the development model carried out in this study used the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The subjects in this study were one fifth-grade teacher and one slow learner who was in fifth grade at SDN 195 Isola, Bandung City. The results of the research found that after the modification of the curriculum, the subject's math score increased from 29 to 100. In addition, the subject dared to answer questions when asked to repeat the elements of fractions, another impression that the subject did not feel distinguished in giving teaching material.
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Nurfadhillah, Septy, Adilah Afifah, Shindy Rajna Putri, and Siti Halimah. "Peran Guru Pembimbing Khusus dalam Menangani Kesulitan Belajar bagi Anak Slow Learner di SDN Cimone 7." MASALIQ 2, no. 6 (November 7, 2022): 724–37. http://dx.doi.org/10.58578/masaliq.v2i6.636.
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This research is motivated by the existence of education that is intended for all children, including children with special needs. Children with special needs have different characters, especially Slow Learners in learning are still experiencing difficulties. Therefore, special mentor teachers are needed to help them provide a better education according to their character. The formulation of the problem of this research is how the role of a special supervisor teacher for Slow Learners at SDN Cimone 7. The purpose of this study is to determine the role of a special supervising teacher for Slow Learners at SDN Cimone 7. This type of research is qualitative research. Data collection techniques used are observation, interviews, documentation and triangulation of sources. The results of this study indicate that the role of special supervising teachers includes: designing and implementing specific programs, identifying, assessing and compiling individual learning programs, modifying teaching materials, conducting evaluations, and making reports on programs and the development of children with special needs. With these roles, most children with special needs in public elementary schools can provide good services. Suggestions for this research are the supervising teachers always encourage students to study hard at home and at school, and provide learning facilities that support the educational development of their students
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Sumaira Younis, Saman Naeem, and Dr. Zahid Ali. "Analysing the Perceptions of Teachers’ and Parents’ on the Causes and Consequences of Slow Learners’ Early Learning Difficulties in Karachi Pakistan." sjesr 6, no. 1 (March 24, 2023): 132–38. http://dx.doi.org/10.36902/sjesr-vol6-iss1-2023(132-138).
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The development of a nation cannot occur without first addressing the issues of education. Students can learn at varying speeds, from very quickly to quite slowly. Children who fall below the norm for their age group in terms of cognitive development are categorized as slow learners. They have trouble meeting the academic standards of a traditional classroom setting. Educators and researchers from all around the world are beginning to clarify the components of slow learning and conduct extensive studies on slow learners at all levels of schooling. This research looks at pre-schoolers who are slow learners in specific areas of Karachi, as well as the activities and beliefs of both parents and educators that contribute to the problem. The purpose of this research was to determine how teachers and parents perceived the problems and difficulties faced by slow learners and to identify potential solutions to improve their learning. To achieve the objective researchers employed qualitative research design and used a questionnaire to gather information from preschool educators and parents. Findings of the study highlight the importance of characteristics including memory impairment, lack of self-assurance, a lack of social support, and a hesitant disposition in causing learning difficulties. The importance of fostering in children a passion for learning is widely acknowledged by parents. A teacher's ability to provide a learning environment that caters to each student's unique needs and strengths is crucial to the academic success and happiness of slow learners. Unfortunately, there are times when this isn't feasible for a number of reasons. Further support for slow learners is found in individualized lesson plans, extended study periods, learning through projects, and the use of interactive media (such as games), oral instruction, and collaborative projects.
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Nurfadhillah, Septy, Amalita Aziah Septiarini, Mitami Mitami, and Dewi Isnania Pratiwi. "Analisis Kesulitan Belajar Siswa Berkebutuhan Khusus Slow Learner di Sekolah Dasar Negeri Cipete 4." ALSYS 2, no. 6 (November 4, 2022): 646–60. http://dx.doi.org/10.58578/alsys.v2i6.623.
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Children with special needs are children who have their own individuality in terms of types and characteristics, which distinguish them from normal children in general. Learning difficulties are more related to psychological disorders such as frustration, anxiety, adjustment barriers and emotional disorders, so learning difficulties can be related to psychological factors, especially personality, adjustment disorders and self-confidence. This study aims to determine the learning difficulties experienced by students with special needs. The method used is descriptive using qualitative data analysis so that it becomes an easy-to-understand data exposure. The selection of research subjects consisted of one classroom teacher, one GPK teacher, and one student with special needs. The results showed that there were students with special needs who were categorized as slow learners. Students experience difficulties during the learning process such as difficulty recognizing letters and numbers.
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Lestari, Dirga Ayu. "IMPLEMENTASI PENDIDIKAN INKLUSI PADA SISWA SLOW LEARNER DI MI AN-NAZWA CIKEUSAL KABUPATEN SERANG." Jurnal Anak Bangsa 2, no. 1 (February 28, 2023): 146–57. http://dx.doi.org/10.46306/jas.v2i1.35.
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The purpose of this research is to dig deeper into inclusive education in schools to provide special support to creative teachers to create creative, interesting, fun and complete learning activities. This study uses a qualitative method with a descriptive approach. According to Sugiyono, qualitative methods are usually called naturalistic research methods. The data collection techniques in this study are observation, interviews and documentation. The data analysis techniques are data reduction, data presentation and drawing conclusions. The discussion in this study explains the planning of implementing thematic learning for slow learner students at MI An-Nazwa Cikesal, namely by looking at intelligence, children usually have an IQ below the age of normal children, learning abilities are slower. And social children tend to be more silent. While the implementation of thematic learning for slow learner students in the preliminary stages of learning activities is carried out with direct practice and various methods according to the themes being studied. Furthermore, in the core activities each teacher has a different way of interacting. Furthermore, in the closing activity, reviewing the learning material that has been applied or working on the questions given by the teacher, giving a motivational boost so that students have a sense of enthusiasm in carrying out learning activities
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Permatasari, Dian, Riham Fahira Rantayu, Aulia Farida, Zahrina Salsabila, and Muhammad Nauval Muwaffiq. "PENDAMPINGAN BELAJAR MATEMATIKA BAGI SISWA BERKEBUTUHAN KHUSUS SLOW LEARNER." Jurnal Penamas Adi Buana 6, no. 01 (July 20, 2022): 37–44. http://dx.doi.org/10.36456/penamas.vol6.no01.a5679.
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In Indonesia, an education system is implemented where students with special learning needs can get education in public schools. One type of child with special needs that is accepted by public schools is a slow learner. Slow learner children usually have various things during learning, such as difficulty in understanding abstract concepts, low motivation to learn, slow to understand material, and need to understand repetitive material. Therefore, community service is needed which aims to provide special assistance to slow learner students to help students learn mathematics. Partners in this service are 2 slow learner students from 2 schools in Yogyakarta. The stages of this service consist of 3 stages, namely the preparation, mentoring and evaluation stages of learning. The results of the service show that there is an increase in mathematical understanding for slow learner students. Students become easier to understand the mathematical material presented by various methods and teaching aids that have been developed by the team.
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Listiawati, Nur, Simon Sili Sabon, Siswantari, Subijanto, Slamet Wibowo, Zulkardi, and Bambang Riyanto. "Analysis of implementing Realistic Mathematics Education principles to enhance mathematics competence of slow learner students." Journal on Mathematics Education 14, no. 4 (August 29, 2023): 683–700. http://dx.doi.org/10.22342/jme.v14i4.pp683-700.
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One of the Education for Sustainable Development Goals is to provide equitable and inclusive access to quality education for all. However, some children with special needs, particularly slow learners, have yet to be able to enjoy inclusive and high-quality learning services. This research aims to enhance slow learners' competence by implementing the Realistic Mathematics Education Approach. It is descriptive qualitative research, with data collection techniques including focus group discussion, interview, and learning observation. The analysis involved comparing the principles of Realistic Mathematics Education in theory with those applied by teachers, as well as the learning approach used by teachers with those required by slow learners. The findings indicate that while some teachers have implemented learning based on the principles of Realistic Mathematics Education for all students, there needs to be more focus on interventions specifically tailored to the needs of slow learners. Furthermore, teachers still need to fully understand the services required by slow learners based on their unique characteristics. The implementation of Realistic Mathematics Education to meet the learning needs of slow learners in mathematics has primarily focused on activity and interactivity principles without emphasis on the understanding of concepts to enhance their competence.
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Punggeti, Ratna Novita, and Ach Puniman. "PENDAMPINGAN PROGRAM PARENTING EDUCATION DAN INDIVIDUAL LEARNING DI SDIT AL-WATHONIYAH." Indonesian Journal of Economic Community Development 2, no. 1 (April 8, 2022): 68–73. http://dx.doi.org/10.25105/ijecd.v2i1.10377.
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This activity was carried out with the background of preventing misdiagnosis and improving the Parenting Class and Individual Learning Program at SDIT Al-Wathoniyah. This activity uses a persuasive approach to the school and students with specific learning difficulties. This activity was also carried out by means of descriptive analysis during the implementation of the activity, namely 8 months. The targets of the activities that have been achieved in the activities carried out are: (1) Increasing knowledge of children with specific learning difficulties (Dyslexia, Dysgraphia, Dyscalculia) and Slow Learner for the Board of Teachers and Stake Holders at SDIT Al-Wathoniyah; and (2). Able to carry out and carry out diagnoses and implementation plans for the Parenting Class Program and Individual Learning at SDIT Al-Wathoniyah. This form of activity in partners will be trained to diagnose and identify children with specific learning difficulties (Dyslexia, Dysgraphia, Dyscalculia) and Slow Learner at SDIT Al-Wathoniyah through the implementation of Parenting Class and Individual Learning Programs by learning online during the COVID 19 pandemic. one semester in a period of 6 months. This program is implemented jointly by the teacher council, parents of students and the team of proposers. Through the Community Service Program at SDIT Al-Wathoniyah, the school understands online learning for students who have specific learning skills and are slow to learn.
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Puspitasari, Fiolina, Ediyanto Ediyanto, Mohammad Efendi, and Asep Sunandar. "Improving Reading and Calculation Ability through Audio Visuals Media in Indonesian Elementary School Student with Slow Learner: A Literature Study." IJDS: Indonesian Journal of Disability Studies 8, no. 02 (November 30, 2021): 481–86. http://dx.doi.org/10.21776/ub.ijds.2021.008.02.14.
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Learning media can be made using audio-visual media. Audio-visual media here is the media that conveys the message specifically to the senses of hearing and sight. The media has sound elements and image elements. Teachers who provide modifications to the media will make learning more interesting for students, especially if there are students with slow learner barriers in class. The slow learner is a learning barrier in children, which is characterized by a gap between the level of intelligence and academic ability that should be achieved. The use of audio-visual media is able to have a positive influence on the reading and numeracy skills of students with slow learners.
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Krishnarathi. "CHARACTERISTICS AND ASSESSMENT OF STUDENTS WITH LEARNING DISABILITY." International Journal of Research -GRANTHAALAYAH 4, no. 4 (April 30, 2016): 68–73. http://dx.doi.org/10.29121/granthaalayah.v4.i4.2016.2756.
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In every class there are probably some children with learning difficulties. Perhaps the child can-not learn to read fluently or may not be able to learn multiplication tables by heart. He or she may be slow at mental calculation or finds learning new motor skills problematic – there are many types of difficulties. During their career, every teacher meets several children for whom learning is laborious and even children who think that they cannot learn. Teaching these children is a challenge for the instructor. In fact, it is a challenge for the entire school. This article explain what are the characteristics of students with learning disability, how to identified the learning disability, assessment of learning disability and to guide them in helping students to overcome the challenges of learning difficulties.
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Nurfadhillah, Septy, Putri Bunga Aulia, and Annisa Rachmadani. "Analisis Faktor Penyebab Anak Lamban Belajar (Hambatan Membaca) pada Sekolah Inklusi di SDN Cipete 4 Kota Tangerang." ALSYS 2, no. 6 (November 4, 2022): 661–70. http://dx.doi.org/10.58578/alsys.v2i6.624.
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This study aims to analyze the factors that cause slow learning children, especially on reading barriers in the Inclusive School at SDN Cipete 4 Tangerang City. This study uses a qualitative descriptive research approach with data collection methods of observation, interviews, and documentation. The results of the analysis in this study indicate that there are 7 students who are slow learners, especially in reading barriers. The factors that cause slow learners to learn are very broad, more or less the same answer as the factors that cause special needs, but in this slow learner it enters the realm of intelligence barriers where children become slower to process incoming information. The cause can be pre natal (before birth) natal (birth process) post natal (after birth), and environment.
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Khiyarusoleh, Ujang. "PERAN ORANGTUA DAN GURU PEMBIMBING KHUSUS KEPADA ANAK BERKUBUTAHAN KHUSU (SLOW LEARNER) DI SD NEGERI 5 ARCAWINANGUN." Jurnal Selaras : Kajian Bimbingan dan Konseling serta Psikologi Pendidikan 2, no. 1 (June 17, 2019): 1–10. http://dx.doi.org/10.33541/sel.v2i1.998.
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ABSTRAK
Penelitian ini dilatarbelakangi oleh adanya pendidikan yang diperuntukkan bagi semua anak, termasuk anak berkebutuhan khusus. Anak berkebutuhan khusus memiliki karakter yang berbeda-beda, khususnya slow learner dalam pembelajaran mengalami keterlambatan dalam memahami materi. Oleh karena itulah diperlukan peran orangtua dan guru pembimbing khusus untuk membantu memberikan pendidikan yang lebih baik sesuai dengan karakternya. Rumusan masalah penelitian ini yaitu bagaimana peran orangtua dan guru pembimbing khusus kepada slow learner di SD Negeri 5 Arcawinangun. Tujuan penelitian ini yaitu untuk mengetahui peran orangtua dan guru pembimbing khusus kepada slow learner di SD Negeri 5 Arcawinangun. Jenis penelitian ini yaitu penelitian kualitatif dengan pendekatan studi kasus. Teknik pengumpulan data yang digunakan adalah observasi, wawancara, dokumentasi dan triangulasi sumber. Hasil penelitian ini menunjukan bahwa terdapat beberapa peran orangtua yaitu meliputi: orangtua sebagai pendamping utama, orangtua sebagai advokat, orangtua sebagai guru, orangtua sebagai diagnostian. Serta peran guru pembimbing khusus yang meliputi: merancang dan melaksanakan program kekhususan, melakukan identifikasi, asesmen dan menyususn program pembelajaran individual, memodifikasi bahan ajar, melakukan evaluasi, dan membuat laporan program dan perkembangan anak berkebutuhan khusus. Dengan peran peran tersebut, maka sebagian besar anak berkebutuhan khusus di SD Negeri 5 Arcawinangun dapat memberikan layanan dengan baik. Saran untuk penelitian ini orangtua senantiasa mendorong anaknya untuk belajar bersungguh-sungguh di rumah dan di skolah, serta menyediakan fasilitas belajar yang mendukung perkembangan pendidikan bagi anaknya.
Kata Kunci: peran guru pembimbing khusus, peran orangtua, slow learner
ABSTRACT
Background of the study was the existence of education aimed at all children, including children with special needs. Children with special needs have different characters, thus affecting their learning achievement. Therefore, the role of parents and special tutors were needed to help them improve learning achievement. The research question of this research was how the role of parents and special guidance teachers towards learning achievement of children with special needs in SD Negeri 5 Arcawinangun. The focus of this research was the role of parents and special guidance teachers on learning achievement of children with special needs in grades 1, 2 and 3 of SD Negeri 5 Arcawinangun. The purpose of this study was
to determine the role of parents and special guidance teachers on the learning achievement of children with special needs in Arcawinangun 5 Public Elementary School. This type of research was qualitative research with a case study approach. Technique of data collection was observation, interviews, documentation and source triangulation. The results of this research indicated that there were several roles of parents, namely: parents as the main companion, parents as advocates, parents as teachers, parents as diagnostics. As well as the role of a special mentor teacher which includes: designing and implementing specific programs, identifying, assessing and arranging individual learning programs, modifying teaching materials, evaluating, and making program reports and development of children with special needs.With this role, most of the children with special needs in SD Negeri 5 Arcawinangun can improve their learning achievement well.Suggestions of this research were parents always encourage their children to study seriously at home and at school, and provide learning facilities that support the development of education for their children.
Keywords: role of parents, role of special guidance teachers, slow learner
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BOUTLIDJA, Ramdane. "The relationship between learning difficulties and sensory integration: Developing a therapeutic program (A diagnostic field study on a sample of cases using the Stanford– Binet Intelligence Scale: Fifth Edition (SB5) and the Sensory checklist)." INTERNATIONAL JOURNAL OF EARLY CHILDHOOD SPECIAL EDUCATION 16, no. 2 (July 8, 2024): 150–60. http://dx.doi.org/10.48047/intjecse/v16i2.16.
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This study aims to demonstrate the importance of training children with learning difficulties and slow learning, through the application of the therapeutic sensory integration program. The sample comprised 40 cases, consisting of 16 girls and 24 boys studying at the elementary level.
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Mansor, Marzita. "A Step-by Step Process in Designing Personalized Reading Content for Slow Learner Children." International Journal of Humanities, Management and Social Science 2, no. 2 (December 4, 2019): 95–102. http://dx.doi.org/10.36079/lamintang.ij-humass-0202.38.
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Teaching slow learner children in reading is a challenging process. It requires personalization touch which can deliver suitable reading materials to meet diverse slow learner existing knowledge, needs and preferences. However, despite the various implementation of the personalization in a wide range of areas, the implementation of existing teaching and learning in primary schools in Malaysia does not support personalization. With an intention to cater to slow learner reading difficulties, this research offers a step-by-step process of designing personalization of reading content for slow learner children. In conclusion, developing personalized reading content for the slow learner children is one way of attaining the need for the slow learner children in reading. By offering personalization of reading for the slow learner children, perhaps it would be something interesting tool to be explored by a slow learner to break a code of reading successfully.
Mengajar anak-anak yang lambat belajar membaca adalah proses yang menantang. Dibutuhkan sentuhan personalisasi yang dapat memberikan bahan bacaan yang sesuai untuk memenuhi beragam pengetahuan, kebutuhan, dan preferensi pelajar lambat. Namun, terlepas dari berbagai implementasi personalisasi di berbagai bidang, implementasi pengajaran dan pembelajaran yang ada di sekolah dasar di Malaysia tidak mendukung personalisasi. Dengan maksud untuk memenuhi kesulitan membaca pelajar lambat, penelitian ini menawarkan proses selangkah demi selangkah mendesain personalisasi konten membaca untuk anak-anak yang lambat belajar. Sebagai kesimpulan, mengembangkan konten bacaan yang dipersonalisasi untuk anak-anak yang belajar lambat adalah salah satu cara untuk mencapai kebutuhan anak-anak yang belajar dengan lambat. Dengan menawarkan personalisasi membaca untuk anak-anak yang belajar lambat, mungkin itu akan menjadi alat yang menarik untuk dieksplorasi oleh pelajar yang lambat untuk memecahkan kode membaca dengan sukses.
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Panchakshari Aradhya, Abhishek Budiguppe, and Spoorthy Jain. "Role of Semantic Teaching in the Acquisition of New Words." World Journal of Education and Humanities 4, no. 3 (July 24, 2022): p53. http://dx.doi.org/10.22158/wjeh.v4n3p53.
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Fast mapping refers to the acquisition of new words in children just by the virtue of mere exposure. With a minimal exposure the words are imbibed. This study was carried with the aim of comparing the fast mapping and slow mapping in typically developing children. A total of 20 children in the age range of 5-6 years were considered for the study and the participants were divided into two groups on random basis. Fast mapping and slow mapping methods were used to train the first and group respectively. In fast mapping, the participants were exposed to the label of the target word for 5 times. In slow mapping method, the semantic features related to the target word was taught to the participants. The number of words learnt by group 1 and group 2 children was computed on immediate naming task and delayed naming. Statistically there was no significant difference between number of words learnt on fast mapping and slow mapping as observed on Mann-Whitney U test. While there was significant difference between the two methods on delayed naming as proven by the same statistic. More number of words learnt through slow mapping suggested that it was effective in evoking learning.
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Bahri, Syaeful, Siti Nurhayati, and Yufliha Syifandini. "Analisis Kesulitan Belajar dan Self Confidence Anak Berkebutuhan Khusus Slow Learner dalam Pembelajaran Matematika Kelas Tinggi." MASALIQ 2, no. 5 (September 26, 2022): 623–32. http://dx.doi.org/10.58578/masaliq.v2i5.539.
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This research aims to provide an overview of learning difficulties in mathematics and self-confidence in children with special needs slow learner in inclusive schools. The location of this research is SDN Kalideres 06, West Jakarta. This research uses a descriptive qualitative method with the subjects assigned are 5 students with special needs in the Slow Learner from each high class in the school, namely grades IV, V, and VI. From the results of this study, it was found that the lack of attention during the learning process and less creative learning methods were the factors that caused slow learner to have difficulty in participating in learning followed by low self-confidence. There is a fact that students with special needs are very difficult to have a high level of self-confidence. The student will not have a level of optimism when receiving criticism.
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Ali Jassim Hadeel and Zaher Ghanawi Mohamed. "The effect of a small group of games in the form of stations to develop some kinetic forms of slow learners at the age of 8 years." Mustansiriyah Journal of Sports Science 1, no. 4 (February 12, 2024): 216–29. http://dx.doi.org/10.62540/mjss.2020.01.04.19.
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Physical education is a vital part of public education. The developed countries have devoted special attention to providing equal opportunities in education, especially focusing on an important part of society. They are slow to learn. Education for all Research problemEducation has become a basic right for all groups of society whether they are equal or handicapped. These children prepare disabled human energy if they do not receive proper care and care. The researcher noted through his survey About the slow-learning class that there is a large proportion of students for the slow-learning class suffer in the absence of programs or games that develop the child's abilities to slow learners, which means that there is a real problem in not taking into account this category, which prompted the researcher to find solutions to kinetic forms for the purpose of keeping pace with peers And it is not necessary for the child to be slow in other areas. Ignoring this principle will lead us to ignore many of the talents and abilities of this child, To the disastrous results on the composition of their.research goals:1 - Design a small group of games suggested in the form of stations for children of the class slow learning.2 - To identify the effect of a small group of games proposed in the form of stations in the development of kinetic forms of slow-learning.Force search:1 - a small group of games proposed by the method of stations influence in the development of kinetic forms of slow learning.Research Areas: Human Field: School of nostalgia in the province of Baghdad for the learners of time domain: from / 2018 to / / 2019 Spatial domain: School nostalgia Directorate of Education Rusafa firstThe third section: This section included the presentation of the results of statistical processing using a set of tables and then analyzed and discussed in a scientific and accurate method supported by scientific sources and through this discussion was reached the objectives of research and verification of the hypothesis of researchChapter 4: Conclusion The conclusions included that the nature of the dynamic work of this age group and the class of slow learning during the process of learning and performance in the lessons of physical education achieve the form of learning and practice in the future faster and easier through the programs stored in memory. And recommendations to guide the lesson of physical education for this age group to exercise a kind of sports to take advantage of the special energies of the slow learners in the future.
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Sarita, Maya Rahma, Ahmad Saufi Al-Hadisi, and Bagus Setiawan. "Kesulitan Belajar pada Siswa Anak Berkebutuhan Khusus (ABK) di Sekolah Dasar Negeri Inklusi BA 4." AR-RIAYAH : Jurnal Pendidikan Dasar 7, no. 1 (June 29, 2023): 61. http://dx.doi.org/10.29240/jpd.v7i1.6068.
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This study aims to determine learning difficulties in students with special needs. The learning difficulties experienced by children are caused by the unstable psychological condition of the children. This study used a qualitative approach with interview, observation, and documentation techniques. This research was conducted at Inclusion BA 4 Public Elementary School. The results of this study indicated that grade 3 ABK students at Inclusion BA 4 Public Elementary School had different learning difficulties. Among them are caused by slow learner disorders, hyperactivity, and intellectual disability.
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Lüke, Carina, and Ute Ritterfeld. "The influence of iconic and arbitrary gestures on novel word learning in children with and without SLI." Gesture 14, no. 2 (December 31, 2014): 204–25. http://dx.doi.org/10.1075/gest.14.2.04luk.
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Two experiments were conducted to investigate the role of gestures on novel word learning in preschoolers. In Study 1, 20 children at the average age of 4;9 years were given novel words under 3 conditions: with support of iconic gestures; arbitrary gestures; no gestures, exemplifying a within-subject design. Results indicate scaffolding effects of both types of gestures in comparison to the control condition. No indication of gesture type effects could be observed even in children who were old enough to understand the iconicity of iconic gestures. Study 2 was implemented to further test the scaffolding effect of gestures vs. no gestures in children with SLI (n = 20) — but this time only iconic gestures were used. A between-subjects design was followed, using matched groups. Slow mapping was observed in addition to fast mapping within a 5-week-intervention period. Results confirm the scaffolding effect of iconic gestures on slow mapping in the clinical sample.
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Vuković, Mile, Rada Reljić-Trivković, and Slađana Ćalasan. "Reading ability of young school-age children." Биомедицинска истраживања 13, no. 1 (2022): 27–36. http://dx.doi.org/10.5937/bii2201027v.
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Introduction. Reading is a complex linguistic and cognitive ability, acquired through learning. Children of typical development in the first four years of school completely master the reading skill. However, some children may have difficulty learning to read despite their preserved intellectual abilities and adequate training. The aim of this paper is to determine the reading ability and to identify reading disorder in children of younger school age. Methods. The sample consisted of 123 students of third, fourth and fifth grade of elementary school. The three-dimensional reading test - the text "One Snowy Day" was used. Reading speed, reading accuracy and reading comprehension were assessed. Results. Slow reading was identified in 35.3% of third graders and 22.2% of fourth graders. Deficits in reading accuracy were observed in 8.8% of third grade students. Delays in the development of reading comprehension were identified in most of the examined students. On the whole, our results showed that there is no statistically significant difference in reading ability between boys and girls. Conclusion. A significant number of children is late in mastering reading skills. Given that reading speed increases significantly with age, and the number of errors decreases, we expect that many slow readers will reach an appropriate reading speed, and that most of the children who showed unexpected number of errors will master accurate word decoding. Since comprehension deficits were identified in the majority of respondents, we conclude that a significant number of children did not reach the developmental stage in which reading becomes a means of learning.
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Gordon, Katherine R., Holly L. Storkel, Stephanie L. Lowry, and Nancy B. Ohlmann. "Word Learning by Preschool-Age Children With Developmental Language Disorder: Impaired Encoding and Robust Consolidation During Slow Mapping." Journal of Speech, Language, and Hearing Research 64, no. 11 (November 8, 2021): 4250–70. http://dx.doi.org/10.1044/2021_jslhr-21-00046.
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Purpose Learning novel words, including the specific phonemes that make up word forms, is a struggle for many individuals with developmental language disorder (DLD). Building robust representations of words includes encoding during periods of input and consolidation between periods of input. The primary purpose of the current study is to determine differences between children with DLD and with typical development (TD) in the encoding and consolidation of word forms during the slow mapping process. Method Preschool-age children (DLD = 9, TD = 9) were trained on nine form–referent pairs across multiple consecutive training days. Children's ability to name referents at the end of training days indicated their ability to encode forms. Children's ability to name referents at the beginning of training days after a period of overnight sleep indicated their ability to consolidate forms. Word learning was assessed 1 month after training to determine long-term retention of forms. Results Throughout training, children with DLD produced fewer forms correctly and produced forms with less phonological precision than children with TD. Thus, children with DLD demonstrated impaired encoding. However, children with and without DLD demonstrated a similar ability to consolidate forms between training days and to retain forms across a 1-month delay. Conclusions Difficulties with word form learning are primarily driven by deficits in encoding for children with DLD. Clinicians and educators can support encoding by providing children with adequate exposures to target words via robust training that occurs across multiple sessions. Supplemental Material https://doi.org/10.23641/asha.16746454
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Wiley, Susan. "Children Who Are Deaf or Hard of Hearing With Additional Learning Needs." Perspectives on Hearing and Hearing Disorders in Childhood 22, no. 2 (October 2012): 57–67. http://dx.doi.org/10.1044/hhdc22.2.57.
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Additional learning problems are common in children who are deaf or hard of hearing (HoH). This higher rate of additional disabilities beyond the general population may be related to the overlap of causes for hearing loss, such as prematurity, that also can impact child development. Delayed identification of atypical learning strategies impacts appropriate interventions for all of a child's needs and, furthermore, may impact communication strategies, thus negatively impacting language outcomes. In this article, I outline some red flags for additional disabilities in children who are deaf or HoH. I will present an algorithm for thinking systematically through causes of slow language progress in children who are deaf or HoH to guide professionals who work with children. I will stress strategies to identify expanded team members and collaborate towards improved outcomes for children with different learning needs.
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Baron, Lauren S., Asiya Gul, and Yael Arbel. "With or without Feedback?—How the Presence of Feedback Affects Processing in Children with Developmental Language Disorder." Brain Sciences 13, no. 9 (August 30, 2023): 1263. http://dx.doi.org/10.3390/brainsci13091263.
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Language acquisition depends on the ability to process and learn probabilistic information, often through the integration of performance feedback. Children with developmental language disorder (DLD) have demonstrated weaknesses in both probabilistic learning and feedback processing, but the individual effects of each skill are poorly understood in this population. This study examined school-aged children with DLD (n = 29) and age- and gender-matched children with typical development (TD; n = 44) on a visual probabilistic classification learning task presented with and without feedback. In the feedback-based version of the task, children received performance feedback on a trial-by-trial basis during the training phase of the task. In the feedback-free version, children responded after seeing the correct choice marked with a green border and were not presented with feedback. Children with TD achieved higher accuracy than children with DLD following feedback-based training, while the two groups achieved similar levels of accuracy following feedback-free training. Analyses of event-related potentials (ERPs) provided insight into stimulus encoding processes. The feedback-free task was dominated by a frontal slow wave (FSW) and a late parietal component (LPC) which were not different between the two groups. The feedback-based task was dominated by a parietal slow wave (PSW) and an LPC, both of which were found to be larger in the TD than in the DLD group. In combination, results suggest that engagement with feedback boosts learning in children with TD, but not in children with DLD. When the need to process feedback is eliminated, children with DLD demonstrate behavioral and neurophysiological responses similar to their peers with TD.
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Jang, Yongwon, Seunghwan Kim, Kiseong Kim, and Doheon Lee. "Deep learning-based classification with improved time resolution for physical activities of children." PeerJ 6 (October 19, 2018): e5764. http://dx.doi.org/10.7717/peerj.5764.
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Background The proportion of overweight and obese people has increased tremendously in a short period, culminating in a worldwide trend of obesity that is reaching epidemic proportions. Overweight and obesity are serious issues, especially with regard to children. This is because obese children have twice the risk of becoming obese as adults, as compared to non-obese children. Nowadays, many methods for maintaining a caloric balance exist; however, these methods are not applicable to children. In this study, a new approach for helping children monitor their activities using a convolutional neural network (CNN) is proposed, which is applicable for real-time scenarios requiring high accuracy. Methods A total of 136 participants (86 boys and 50 girls), aged between 8.5 years and 12.5 years (mean 10.5, standard deviation 1.1), took part in this study. The participants performed various movement while wearing custom-made three-axis accelerometer modules around their waists. The data acquired by the accelerometer module was preprocessed by dividing them into small sets (128 sample points for 2.8 s). Approximately 183,600 data samples were used by the developed CNN for learning to classify ten physical activities : slow walking, fast walking, slow running, fast running, walking up the stairs, walking down the stairs, jumping rope, standing up, sitting down, and remaining still. Results The developed CNN classified the ten activities with an overall accuracy of 81.2%. When similar activities were merged, leading to seven merged activities, the CNN classified activities with an overall accuracy of 91.1%. Activity merging also improved performance indicators, for the maximum case of 66.4% in recall, 48.5% in precision, and 57.4% in f1 score . The developed CNN classifier was compared to conventional machine learning algorithms such as the support vector machine, decision tree, and k-nearest neighbor algorithms, and the proposed CNN classifier performed the best: CNN (81.2%) > SVM (64.8%) > DT (63.9%) > kNN (55.4%) (for ten activities); CNN (91.1%) > SVM (74.4%) > DT (73.2%) > kNN (65.3%) (for the merged seven activities). Discussion The developed algorithm distinguished physical activities with improved time resolution using short-time acceleration signals from the physical activities performed by children. This study involved algorithm development, participant recruitment, IRB approval, custom-design of a data acquisition module, and data collection. The self-selected moving speeds for walking and running (slow and fast) and the structure of staircase degraded the performance of the algorithm. However, after similar activities were merged, the effects caused by the self-selection of speed were reduced. The experimental results show that the proposed algorithm performed better than conventional algorithms. Owing to its simplicity, the proposed algorithm could be applied to real-time applicaitons.
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HU, CHIEH-FANG, and C. MELANIE SCHUELE. "Learning nonnative names: The effect of poor native phonological awareness." Applied Psycholinguistics 26, no. 3 (July 2005): 343–62. http://dx.doi.org/10.1017/s0142716405050204.
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This research investigates the influence of phonological awareness on the learning of vocabulary in a foreign language. Thirty-seven Chinese-speaking third graders with high phonological awareness and 37 with low phonological awareness participated in multitrial word learning tasks involving nonnative sounding (English) new names paired with novel referents. The children also participated in three additional associative learning tasks: learning to associate novel native sounding names, familiar native names, and unfamiliar visual shapes with unfamiliar referents. Results indicated that children with lower phonological awareness learned both the novel nonnative names and the novel native names less accurately than children with higher phonological awareness and required more learning trials. However, these two groups did not differ in learning to associate familiar names or unfamiliar visual shapes with novel referents. The findings suggest that poor phonological awareness might slow nonnative acquisition of vocabulary via difficulty in constructing new phonological representations for new words.
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Mutmainah, Mutmainah. "Konseling Kelompok dengan Teknik Cognitive Restructuring dalam Meningkatkan Motivasi Belajar Siswa Slow Learner." Bulletin of Counseling and Psychotherapy 2, no. 1 (May 13, 2020): 14–19. http://dx.doi.org/10.51214/bocp.v2i1.30.
Full textAbstract:
The slow learner in this study is a condition in which children experience slowness in their cognitive abilities and are below the average normal child so he needs more time to understand or master the subject matter. The purpose of this study was to determine the effectiveness of cognitive restructuring techniques to increase students' slow learner learning motivation, cognitive restructuring techniques to replace negative thoughts and interpretations with positive action thoughts so as not to get used to and become aware of their thought processes. This type of research uses Quasi Experiments with pre-test and post-test designs to compare the experimental group and the control group. Research subjects are slow learner students who have low motivation levels with a total of 14 students. The results of the experimental group measurements showed that the post-test score was higher than the pre-test score. Besides that, the Wilcoxon signed Rank Test test shows that the Sig. <0.05 so that Ho is rejected and Ha is accepted, meaning that there are significant differences in the level of slow learner student learning motivation before and after treatment is given. This shows that group counseling with cognitive restructuring techniques is effective in increasing slow learner students' learning motivation.