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Journal articles on the topic 'Specific writing and reading difficulties'
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1
Koriakin, Taylor A., and Alan S. Kaufman. "Investigating Patterns of Errors for Specific Comprehension and Fluency Difficulties." Journal of Psychoeducational Assessment 35, no. 1-2 (September 26, 2016): 138–48. http://dx.doi.org/10.1177/0734282916669914.
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Although word reading has traditionally been viewed as a foundational skill for development of reading fluency and comprehension, some children demonstrate “specific” reading comprehension problems, in the context of intact word reading. The purpose of this study was to identify specific patterns of errors associated with reading profiles—basic reading difficulties (BRD), reading fluency difficulties (RFD), reading comprehension difficulties (RCD), and typical readers (total n = 821). Results indicated significant differences between the groups on most error factors. Post hoc analyses indicated there were no significant differences between the RFD and RCD groups, but these groups demonstrated different patterns of significant weakness relative to typical readers. The RFD group was weaker in spelling and oral expression whereas the RCD group demonstrated difficulties in writing mechanics and listening comprehension. These findings indicate that comprehension deficits cannot be attributed only to fluency difficulties and that specific reading difficulties may translate to other aspects of achievement.
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Wissinger, Daniel R., and Susan De La Paz. "Effects of Discipline-Specific Strategy Instruction on Historical Writing Growth of Students With Writing Difficulties." Journal of Learning Disabilities 53, no. 3 (February 7, 2020): 199–212. http://dx.doi.org/10.1177/0022219420904343.
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This article reports the results from a study investigating the effects of a discipline-specific reading and writing intervention (I3C/PROVE IT!) with fourth and fifth graders. Participants included 237 students with writing difficulties (WD) from an initial pool of 608 upper elementary school students in a larger study. Teachers and students were randomly assigned to I3C/PROVE IT! or business-as-usual conditions and then provided instruction on reading historical documents and writing evidence-based arguments. Findings indicated that over a period of almost 3 months, the historical writing growth trajectories of students with WD in I3C/PROVE IT! classrooms were significantly greater than their peers in business-as-usual classrooms. Significant findings favoring I3C/PROVE IT! students also generalized to domain-general measures. This study provides evidence for the benefits of discipline-specific interventions in social studies for students with WD. Limitations and directions for future research are discussed.
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Asassfeh, Sahail M., Yousef M. Al-Shaboul, Wael Zuraiq, and Sabri Alshboul. "Lending Ears to EFL Learners: Language Difficulties." Australian Educational and Developmental Psychologist 28, no. 1 (July 1, 2011): 33–46. http://dx.doi.org/10.1375/aedp.28.1.33.
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This study investigates the main English as a Foreign Language (EFL) learning difficulties Jordanian English-major undergraduates encounter from their perspective. For this purpose a questionnaire was developed and administered to 270 (50 male and 220 female) participants. The study addressed the four basic language skills (listening, speaking, reading and writing). The independent variables included gender, grade point average (GPA), and academic major. Ordered according to their difficulty, the skills were speaking, reading, writing and listening respectively. Some specific language learning problems are also discussed. Appropriate conclusions and recommendations are provided accordingly.
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GUARINI, ANNALISA, ALESSANDRA SANSAVINI, CRISTINA FABBRI, SILVIA SAVINI, ROSINA ALESSANDRONI, GIACOMO FALDELLA, and ANNETTE KARMILOFF-SMITH. "Long-term effects of preterm birth on language and literacy at eight years." Journal of Child Language 37, no. 4 (August 24, 2009): 865–85. http://dx.doi.org/10.1017/s0305000909990109.
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ABSTRACTThe aims of this study were to investigate whether specific linguistic difficulties in preterm children persist at eight years and to examine the interrelationships between language and literacy in this population, compared with a control group of full-term children. Sixty-eight monolingual Italian preterms and 26 chronologically matched controls were recruited. Language (grammar comprehension, lexical production and phonological awareness), literacy (reading comprehension, reading and writing) and general cognitive development were investigated. Results showed no general delay in preterms, but slight difficulties in specific linguistic abilities (grammar, lexicon, phoneme synthesis and deletion of the first syllable), more difficulties in literacy (speed in reading and accuracy in writing) and certain correlations among competencies turning out to be different from the control group. In conclusion, our study established that a partially atypical trajectory emerged in preterms, showing specific long-term effects of preterm birth on language and literacy development.
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De Santiago Herrero, F. J., D. M. García-Mateos, I. Arconada Díez, C. Torres Delgado, and A. M. Trigo Bensusan. "Significance of oral language delays and writing for early detection of developmental disorders." European Psychiatry 41, S1 (April 2017): S435. http://dx.doi.org/10.1016/j.eurpsy.2017.01.426.
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IntroductionThe study of the oral and written language delayed at the school makes possible the early detection of scholar, behavioral and psychiatric disorders. These difficulties could affect to the personal and professional development.ObjectivesTo confirm the relationship between language oral and written delayed for the early detection of developmental disorders.MethodA sample of 350 subjects among 5 and 23 years of age is analyzed with oral and/or written language difficulties. It is studied diagnosis, gender, age, reason for treatment, grade and submitter.ResultsThe specific learning disabilities (SLD) request a 62.3% of the treatment among 7–10 years. The percentages of SLD are: reading comprehension difficulties (17.4%), dysorthography (13.4%), reading fluency and reading comprehension difficulties (12.9%), reading fluency (11.7%) and, dysorthography and reading fluency (6.9%). There exist percentage differences between repeaters (39.4%) and no repeaters (22.9%) students with DALE. The oral/written language provides the early detection of Intellectual disabilities (8.6% of the simple). The relation between the reason for treatment and diagnosis do not coincide: the consults was 3.7% for oral language delay, 2.6% for reading comprehension difficulties, 1.4% for dysorthography and 0.9% for reading fluency. The school demand more treatment (50.9%), next to medical centers (22.3%) and family initiative (15.7%).ConclusionsThe oral/written language delayed – especially the reading comprehension difficulties – are a good early detection for the developmental disorders (intellectual disabilities minor, SLD and TDAH at the primary stage). There is more percentage of boys than girls (2:1) with language delayed, except at Intellectual disabilities, because there is an identical percentage (4.3%).Disclosure of interestThe authors have not supplied their declaration of competing interest.
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Mackie, Clare, and Julie E. Dockrell. "The Nature of Written Language Deficits in Children With SLI." Journal of Speech, Language, and Hearing Research 47, no. 6 (December 2004): 1469–83. http://dx.doi.org/10.1044/1092-4388(2004/109).
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Children with specific language impairment (SLI) have associated difficulties in reading decoding and reading comprehension. To date, few research studies have examined the children's written language. The aim of the present study was to (a) evaluate the nature and extent of the children's difficulties with writing and (b) investigate the relationship between oral and written language. Eleven children with SLI were identified (mean age = 11 years) and were compared with a group of children matched for chronological age (CA; mean age = 11;2 [years;months]) and language age (LA; mean CA = 7;3). All groups completed standardized measures of language production, writing, and reading decoding. The writing assessment revealed that the SLI group wrote fewer words and produced proportionately more syntax errors than the CA group, but they did not differ on a measure of content of written language or on the proportion of spelling errors. The SLI group also produced proportionately more syntax errors than the LA group. The relationships among oral language, reading, and writing differed for the 3 groups. The nature and extent of the children's written language problems are considered in the context of difficulties with spoken language.
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Hardiyanti, Rizki. "Analysis on the Difficulties Faced by a Bilingual Child in Reading and Writing." Advances in Language and Literary Studies 8, no. 4 (August 31, 2017): 43. http://dx.doi.org/10.7575/aiac.alls.v.8n.4p.43.
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Bilingual child ability in two languages is become popular issue in the comparison of those two languages. In this paper, the Indonesian bilingual child has parent, school and course using English actively, then his environment using Bahasa Indonesia. This research was conducted to measure ability and difficulties faced by bilingual child in reading and writing in two languages Bahasa Indonesia- English. This journal applied a qualitative research design. Qualitative research is stated as naturalistic study that has the natural setting, as the direct source of data and the researcher is the key instrument (Bogdan and Biklen, 1992). To specify the design in this journal, this qualitative method was used to analyze a specific person of Bilingual Child. The data were taken from observation, interview, video recording of the child’s reading the English and Bahasa Indonesia textbook story and written test of the child’s writing the English and Bahasa Indonesia summary of textbook story. In both English and Bahasa Indonesia, the reading difficulties appear related to pronunciation, intonation, expression and word stress and the writing difficulties appear related to relevance, organization, vocabulary and grammar.
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Sari, Rita Karmila, Adhityo Kuncoro, and Fajar Erlangga. "NEED ANALYSIS OF ENGLISH FOR SPECIFIC PURPOSES (ESP) TO INFORMATIC STUDENTS." JEELL (Journal of English Education, Linguistics and Literature) 5, no. 2 (February 23, 2019): 26. http://dx.doi.org/10.32682/jeell.v5i2.986.
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The aim of the research is to find out 1) the aims of students to learn English; 2) the aspects of English students want to learn, 3) the purpose of learning four English language skills namely reading, writing, speaking, and listening, and 4) the difficulties students face when learning English. This research employs a descriptive analysis method with a qualitative approach. The respondents consist of students taken from six regular classes in an informatics study program. The data are obtained by distributing questionnaires. The result of the research indicates that 1) the main aim of students to learn English is for the needs for finding a job; 2) the students want to learn all aspects of language, especially reading; 3) the students’ main difficulties when learning English are limited vocabulary and insufficient understanding of grammar.
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Arduini, Rodrigo Genaro, Simone Aparecida Capellini, and Sylvia Maria Ciasca. "Comparative study of the neuropsychological and neuroimaging evaluations in children with dyslexia." Arquivos de Neuro-Psiquiatria 64, no. 2b (June 2006): 369–75. http://dx.doi.org/10.1590/s0004-282x2006000300004.
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We analyzed retrospectively the neuroimaging exams of children with a confirmed diagnosis of dyslexia and correlated our findings with the evaluation of higher cortical functions. We studied 34 medical files of patients of the Ambulatory of Neuro-difficulties in Learning, FCM/UNICAMP. All of them had been sent to the ambulatory with primary or secondary complaints of difficulties at school and were submitted to neuropsychological evaluation and imaging exam (SPECT). From the children evaluated 58.8% had exams presenting dysfunction with 47% presenting hypoperfusion in the temporal lobe. As for the higher cortical functions, the most affected abilities were reading, writing and memory. There was significance between the hypoperfused areas and the variables schooling, reading, writing, memory and mathematic reasoning. The SPECTs showed hypoperfusion in areas involved in the reading and writing processes. Both are equivalent in terms of involved functional areas and are similar in children with or without specific dysfunctions in neuroimaging.
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Asbjørnsen, Arve E., Lise Øen Jones, Ole Johan Eikeland, and Terje Manger. "Can a Questionnaire Be Useful for Assessing Reading Skills in Adults? Experiences with the Adult Reading Questionnaire among Incarcerated and Young Adults in Norway." Education Sciences 11, no. 4 (March 29, 2021): 154. http://dx.doi.org/10.3390/educsci11040154.
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Background: Good screening tools can be of immense value in educational counselling for adults. We report two studies where we explored the factor structure and discriminative power of the Adult Reading Questionnaire (ARQ) in different samples of young adults at risk for reading impairments. Method: The ARQ was designed to screen for literacy skills with low resource requirement. The instrument includes 11 questions regarding reading and writing skills and 6 questions regarding attention deficits and hyperactivity. The first study included of 246 undergraduate students. One-third of the sample were under assessment of specific learning impairments/dyslexia. The second study included 1475 incarcerated adults, where 1 in 4 reported specific reading impairments. Results: Principal Component Analyses (PCA) with varimax rotation returned four components for the participants in Study 1: Reading skills, Reading habits, Attention, and Hyperactivity. For the incarcerated sample in Study 2, the analysis returned three components, as the Attention and Hyperactivity items were combined. Conclusion: The ARQ is useful for identifying individuals at risk for dyslexia with acceptable measures of sensitivity and specificity, as well as for identifying those who report difficulties with reading and writing but have not been assessed for their difficulties earlier. The increased prevalence of attention-deficit/hyperactivity disorder (ADHD) seen among incarcerated adults must be considered when screening for reading problems as it may confound the scores on reading questionnaires.
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Gutierrez-Clellen, Vera F. "Mediating Literacy Skills in Spanish-Speaking Children With Special Needs." Language, Speech, and Hearing Services in Schools 30, no. 3 (July 1999): 285–92. http://dx.doi.org/10.1044/0161-1461.3003.285.
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The purpose of this article is to: (a) describe sources of variability in reading and spelling performance of children learning English as a second language, with a specific emphasis on Spanish-speaking children; (b) encourage teachers and clinicians to consider these differences when developing intervention plans; and (c) suggest specific intervention procedures that might facilitate development of reading and spelling skills of Spanish-speaking children with language difficulties and limited English proficiency. An integrated approach to intervention is highlighted that addresses reading and spelling as reciprocal processes. Implementation of this approach is presented using various contexts for learning and strategies specific to developing second-language reading and writing skills.
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Alanazi, Mona Saleh. "Use of Flashcards in Dealing with Reading and Writing Difficulties in SEN students." Multidisciplinary Journal of Educational Research 7, no. 1 (February 15, 2017): 53. http://dx.doi.org/10.17583/remie.2017.2211.
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Various research studies have found that DI flashcards is a highly effective intervention technique when academic skills deficits are found in the students with disabilities. This study aims to evaluate the effects of a flashcard system in dealing with reading and writing problems with 40 5th grade female students with learning disorders. Students with learning disorders experience academic problems, which is preceded by signs such as distorted language or a delay in picking up a language etc. It means that the problems are natural, neurological and behavioural at times. The school identified for the present study was located in an urban school district in the Northern Border areas of Saudi Arabia. A specific textbook My beautiful language by Lughati Al Jamila for 5th grade elementary pupils was chosen as a tool for the study, based on the students’ pre-test scores. The effects of the flashcard procedure were assessed across sets of problems. The post study data reveals that all participants improved their mastery of reading and writing skills. The flash card procedure was inexpensive and easily implemented in a resource room setting.
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Kamel, Assist Inst Nuha Amir. "Investigating Dyslexia Among Iraqi EFL University Students." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 219, no. 1 (November 8, 2018): 39–56. http://dx.doi.org/10.36473/ujhss.v219i1.499.
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Dyslexia is a language-based learning disability. It refers to a bunch of symptoms, which result in people having difficulties with specific language skills, mainly reading. Students with dyslexia may experience difficulties in other language skills such as spelling, writing, and speaking. It is necessary here to clarify exactly what is meant by Dyslexia as a life-long condition; however its impact can change at different stages in a person’s life.To achieve the aim of the research, a sample of (122) first year students of English language Department / College of Education for Humanities/ Diyala University are considered to be the subjects of this research. A scaled questionnaire as an instrument of measurement is used in this research to be an investigatory tool. The results of this research prove that the hypothesis of this study is verified and accepted which reads that some Iraqi EFL students have dyslexia and undiagnosed by teachers and can be manifested in reading, writing and speaking learning difficulties they have.
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Łockiewicz, Marta, and Martyna Matuszkiewicz. "Parents’ literacy skills, reading preferences, and the risk of dyslexia in Year 1 students." Polish Psychological Bulletin 47, no. 3 (September 1, 2016): 281–88. http://dx.doi.org/10.1515/ppb-2016-0034.
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Abstract The aim of our study was to examine the familial risk of dyslexia in Year 1 school beginners, whose parents had been diagnosed as dyslexic or exhibited symptoms of the specific difficulties in reading and writing without a formal opinion issued by a counselling centre. We found that both a dyslexia report and specific reading and writing difficulties with no formal diagnosis manifested by a family member, and parents’ reading preferences, predicted the risk of dyslexia in Year 1 children. Moreover, the children at familiar risk of dyslexia, as compared with their peers at no risk, later began to babble, were less apt at self-help and liked drawing less at the age of 2-3 years, and experienced more problems with drawing a circle at the age of 3. Additionally, during Year 1 of education, they performed poorer in fine motor skills, linguistic perception and sound deletion, visual functions and attention. Such symptoms can be observed by parents and teachers during the child’s play and educational activities. Early intervention can enhance the child’s readiness to school entry, and facilitate effective and satisfactory learning, increasing their further educational opportunities and the quality of life.
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Miller, Samuel D., Treana Adkins, and Mary Louise Hooper. "Why Teachers Select Specific Literacy Assignments and Students' Reactions to Them." Journal of Reading Behavior 25, no. 1 (March 1993): 69–95. http://dx.doi.org/10.1080/10862969309547802.
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This study evaluated the literacy assignments elementary teachers use in their reading and language arts instruction, the reasons why they use a particular assignment, and how students react to different assignments. The project was initiated by teachers (three third-grade and three fourth-grade) and their principal because they believed students failed to see how various reading and language arts skills were related to one another, had difficulties applying such skills whenever they had to read or write lengthy prose, and did not want to complete assignments unless they received extrinsic rewards. Furthermore, teachers said teaching was no longer as satisfying as it had been in previous years. To evaluate their concerns we examined whether their literacy assignments included those characteristics that foster student learning and motivation and we interviewed the teachers and principal about why they believed teaching was no longer as satisfying as it had once been. Interviews indicated that teachers and the principal believed accountability pressures to increase standardized achievement test scores strongly influenced their school's reading and language arts instruction. Teachers said they attempted to raise students' scores by emphasizing the standardized achievement test skills. To maximize skill coverage, teachers said they avoided literacy assignments that required the reading of lengthy texts, sophisticated writing, and lengthy discussions. Evaluations of their literacy assignments confirmed their statements; students seldom completed classwork which required sophisticated writing or reading. Student interviews showed that they were bored with these assignments or did them because they expected extrinsic rewards. Whenever they completed a more complex literacy assignment (i.e., those that required the writing of single or multiple sentences or paragraphs), students said they were challenged and enjoyed learning for learning's sake. Discussion focuses on the implications of these findings for school improvement studies and students' learning and motivation.
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Syakur, Abd, H. M. Zainuddin, and M. Afif Hasan. "Needs Analysis English For Specific Purposes (ESP) For Vocational Pharmacy Students." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 3, no. 2 (May 10, 2020): 724–33. http://dx.doi.org/10.33258/birle.v3i2.901.
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Increased development of study programs in vocational education programs that are predicted to be a solution to increase human resources in Indonesia. This also underlies the improvement of English language competence in Indonesia as outlined in Minister of Education and Culture Decree No. 096/1967 December 12, 1967. The Ministry of Education and Culture developed the communicative abilities of English vocational education students who needed help listening, reading, writing and speaking. This study discusses the analysis of the needs of English courses (ESP) for educational students who need analysis of targets and learning needs. Data obtained from questionnaires and interviews. The results of data analysis about active communication skills (35%), grammar difficulties (25%), being able to read (25%) difficulty in content (10%) and writing (5%).Introduction to basic pharmacy (20%), prescription pharmacy (20%), Health and drugs (20%), Healthy lifestyle (20%) and microbiology and pharmacy (20%). The English language used in technology is English Media (40%), crosswords (20%, dialogue content (20%) and multiple choice (20%). The results of the study constitute an analysis of needs and targets referred to as part of the English learning process The results of the analysis of learning needs and the achievement of learning English obtained by students both reading, writing, grammar and other needs in order to prepare themselves to meet their needs going forward.
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Raharjo, Trubus, and Supra Wimbarti. "Assessment of learning difficulties in the category of children with dyslexia." Jurnal Konseling dan Pendidikan 8, no. 2 (June 8, 2020): 79. http://dx.doi.org/10.29210/141600.
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This study is aimed to assess the diagnostic criteria for children with dyslexia. The diagnostic criteria are based on behavioral symptoms that appear in children with difficulty in reading and writing. The measurement of criteria of dyslexia is based on the criteria found in the specific learning difficulties category in DSM-5. Measurements were made of children who were considered to have learning difficulties as indicated by the inability and poor learning outcomes. Measurements were by testing the ability to read and write. Research used a qualitative approach with a case study method to obtain a description of the results. Research subjects were conducted on 65 elementary school students who had indications of learning difficulties. The results on the ability to read and write obtained as many as 28 students who were indicated to have criteria of dyslexia. Materials testing with aspects of phonological awareness and orthographic aspects. The next measurement is done by conducting an intelligence test using WISC III. Combining the results of measurements of reading and writing abilities and the results of intelligence tests are used to diagnose children with dyslexia, based on the criteria for indications of dyslexia taken from DSM-5. The results category on children with dyslexia can be diagnosed using one or more of the categories available on DSM-5
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Avitia, Maria, Emily DeBiase, Matthew Pagirsky, Melissa M. Root, Meiko Howell, Xingyu Pan, Tawnya Knupp, and Xiaochen Liu. "Achievement Error Differences of Students With Reading Versus Math Disorders." Journal of Psychoeducational Assessment 35, no. 1-2 (September 23, 2016): 111–23. http://dx.doi.org/10.1177/0734282916669209.
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The purpose of this study was to understand and compare the types of errors students with a specific learning disability in reading and/or writing (SLD-R/W) and those with a specific learning disability in math (SLD-M) made in the areas of reading, writing, language, and mathematics. Clinical samples were selected from the norming population of the Kaufman Test of Educational Achievement–Third Edition (KTEA-3) as well as matched controls. Although the authors expected to find overall differences between the groups in their area of difficulties, the study revealed that the two clinical samples were more similar than different. In particular, the SLD-M clinical group performed lower on some errors that were not related to their area of disability compared with the SLD-R/W group. Implications of the study show the importance of error analysis especially when creating goals for individual education plans. Although a student may have an SLD-R/W, he or she may still need support in certain mathematic areas, and vice versa.
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Winer, Lise. "Teaching Classification and Organization Skills in ESOL Composition?" TESL Canada Journal 11, no. 2 (June 26, 1994): 85. http://dx.doi.org/10.18806/tesl.v11i2.635.
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In organizing ESOL expository writing, students typically have difficulty with: 1) identifying and distinguishing the classifying criteria, sometimes mixing several categories at once; 2) identifying hierarchical categories in a superordinate/subordinate relation to each other; and 3) reclassifying the same content in different ways using different criteria or different hierarchies of categories. This paper relies on research in several areas-paradigmatic and syntagmatic responses in reading comprehension, formal schemata and reading comprehension, and Brunerian learning theory-to explore some classroom approaches to these difficulties. A set of guidelines for the practice of classification skills is proposed. In the following sections, several detailed examples are given of specific classroom pre-writing lessons, and how they may be analyzed in terms of these guidelines.
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Neshe, Lazina Hossain. "Assessing the Higher Secondary Level Text Book through Reading and Writing Skills: An Empirical Investigation." Studies in Linguistics and Literature 3, no. 4 (November 11, 2019): p283. http://dx.doi.org/10.22158/sll.v3n4p283.
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The article aims to look at evaluating English for Today for Class XI-XII of the HSC Textbook in the light of reading and writing skills which has been prescribed by the NCTB (National Curriculum Textbook Board) of Bangladesh from the current academic session. Based on the questionnaire approach with the five HSC level English teachers and ten students from Scholars College, Tongi thana, Gazipur district, this study focuses on the reading and writing pedagogies to critically evaluate the effectiveness of the materials, and identifies the difficulties that teachers and students encounter. The findings of the study revealed a disparity between students’ needs and what the HSC reading and writing syllabus contains, and its actual implementation in the classroom. The teachers adopted an approach to reading and writing skills which was overridingly form-focused and product-oriented. They performed roles which were traditional, i.e., the teacher as a purveyor of knowledge and evaluator. Teachers have lack training in areas specific to the development of reading and writing skills and are unaware of recent developments in teaching and learning policy. This study contributed to the documentation of curriculum evaluation studies in the context of Bangladesh education system as well as frameworks for the assessment of reading and writing skills. Awareness has been raised about the hindering and helpful factors in bringing about a new change. General caution is suggested in the making of foreign methodologies appropriate to the HSC level textbook. Based on the findings of this study, recommendations are also made in relation to curriculum development and pedagogy of English for Today for Class XI-XII.
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Schmidt, Regina Leonie. "“I pictured my little sister when writing” – Teacher and Student Experiences with Training Audience Awareness in a Television Studies Seminar." Journal of Academic Writing 10, no. 1 (December 18, 2020): 171–79. http://dx.doi.org/10.18552/joaw.v10i1.611.
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Training audience awareness is a significant but challenging task for teaching academic writing. To integrate the teaching of television studies with writing skills, I designed a BA seminar when working as a lecturer in the English department of a German university in 2015. I present my experience with and my students’ evaluation of training audience awareness as part of this seminar. The evaluations confirmed students’ increased awareness of the importance of incorporating audience-directed elements in writing, but indicated that the task had created obstacles, for example, regarding students’ reading comprehension. I retrospectively analyze my teaching approach and discuss possible reasons for my students’ success and difficulties with the writing assignment, and make suggestions for changes that may have better supported their learning process. I, therewith, aim to foster the integration of teaching writing within, across, and beyond disciplinary audiences in discipline-specific courses.
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Zymberaj, Shpëtim. "Developing Language Skills in Preschool Children through Games." European Journal of Language and Literature 4, no. 4 (November 29, 2018): 6. http://dx.doi.org/10.26417/ejls.v4i4.p6-9.
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Preschool institution as a first level of the unified system of education bases its activity on the “student centered” philosophy of education which promotes different ideas from that of traditional education. Through organized activities in all its field activities foreseen in a curricula, the preschool institution with its structured environment in harmony with the goals and concrete objectives offers numerous possibilities to develop general abilities of children, which create appropriate conditions to prepare and offer optimal readiness to master the reading and writing skills. The activities that we handle and which aim accomplishment of this concrete objective come out and are supported by the living context of children in accordance to fulfillment and urging of the knowing interests for developing and deepening the knowledge of letters, sounds, reading and writing. In this view, children should not be imposed or prevent the interest they show in order to learn letters, sounds, reading and writing. Working with children of this age in order to understand and learn letters isn’t a program-based obligation because this is the school’s duty and not the preschool institution’s obligation. Obligations cause unwanted consequences which generate different psych-neurotic disorders. Overwork and heavy workload of these children, diminishes or misplaces children’s trust on possibilities of overcoming difficulties in learning basic letters, sounds, reading and writing. In addition, it diminishes and misplaces their interest in continuing school and the learning process. Therefore in order to prevent these negative consequences, there is an immediate need for a general preparation which offers children a possibility to transfer and generate skills in specific fields and content. The best strategy to prepare children to recognize letters, sounds and master reading and writing is no doubt activity through games which in this case represents the main substance for organizing activities in aspects of integrated education within preschool institutions.
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Tinti, Francesca. "la musica e il potenziamento dei prerequisiti di apprendimento." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 1, no. 1 (June 11, 2016): 315. http://dx.doi.org/10.17060/ijodaep.2015.n1.v1.94.
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Riassunto: Premessa: La musica viene utilizzata come canale elettivo nella prevenzione dei disturbi di apprendimento. Il DSA è una disabilità specifica dell'apprendimento, di origine neurobiologica, che interessa uno specifico dominio di abilità (lettura, scrittura, calcolo). Il corso di propedeutica musicale è stato rivolto a bambini dai 4 ai 6 anni, fascia di età in cui la diagnosi di DSA non può ancora essere effettuata ma si possono individuare i bambini a rischio attraverso la valutazione dei prerequisiti di apprendimento. Obiettivo: intervenire in maniera preventiva sulle difficoltà di apprendimento, attraverso il potenziamento dei prerequisiti necessari, con attività propedeutica musicale nella scuola d'infanzia. Metodo: il campione esaminato è composto da 50 bambini appartenenti ad una popolazione d'età compresa dai 4 ai 6 anni. Al campione è stato somministrato il test per la valutazione dei prerequisiti di apprendimento, il Prcr-2 di Cornoldi (2009), prima e dopo il trattamento, riguardante uno specifico metodo di propedeutica musicale con attività di pre-scrittura e pre-lettura delle 7 note (nel pentagramma) durato per 4 mesi. Conclusioni: i dati ottenuti evidenziano come l' attività musicale correli positivamente col miglioramento dei prerequisiti di apprendimento.PAROLE CHIAVE: Musica, DSA, Prerequisiti di apprendimento, Prevenzione. Abstract: The music is used as an elective channel in the prevention of learning disorder.SLD (Specific Learning Disorder) is a specific learning disability of neurobiological origin, characterized by a lack in a specific learning ability (reading , writing, computing). The preparatory music course was intended for children aged 4 to 6 years, that is the age in which the diagnosis of DSA cannot yet be done but we can still identify children at risk through the evaluation of the prerequisites for learning. Objective: preventative intervention on learning difficulties through the enhancement of prerequisites for reading and writing using preparatory music, during preschool years. Method: The examined sample consists of 50 preschooler aged 4 to 6. The Prcr2 Cornoldi test (2010) had been administered to the sample, before and after the treatment, which consisted in a 4 months project of preparatory musical activities based on pre-writing and pre-reading the 7 notes (on the staff). Conclusions: The data obtained show that the musical activities correlates positively with the positive evolution of the pre-requisites of learning. Keywords: Music, LSD, learning prerequisites, Prevention
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Zmysłowska, Magdalena. "Current possibilities of psychological and pedagogical assistance in therapy for dyslexic students." Problemy Opiekuńczo-Wychowawcze 589, no. 4 (April 30, 2020): 33–44. http://dx.doi.org/10.5604/01.3001.0014.0909.
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The article shows the current possibilities of psychological and pedagogical assistance in the therapy of students with dyslexia, whose population is estimated at 10-15%. Research indicates that these children, when properly supported and motivated, are able to make progress in learning and achieve success in a variety of areas. The author describes the difficulties faced by students, taking into account specific problems in the area of reading and writing and paying attention to frequently occurring auditory processing disorders. She discusses the issue of student support in school space, also using modern technologies to improve the teaching and learning process. The author presents also the possibilities of using EEG Biofeedback neurotherapy, Neuroflow and Forbrain auditory therapy in working with children to improve their reading and writing skills, citing numerous studies showing the effectiveness of these interactions in dyslexic children. In order for the student support system to be effective, close cooperation between teachers, therapists, and parents is required; however, the analysis of the studies cited in the text indicates that teachers lack crucial knowledge about the conditions of dyslexia, they have difficulties in individualizing didactic work, interpreting the recommendations of psychological and pedagogical counselling centres and they rarely use information and communication technologies in the education process.
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Lamm, O., and R. Epstein. "Are specific reading and writing difficulties causally connected with developmental spatial inability? Evidence from two cases of developmental agnosia and apraxia." Neuropsychologia 30, no. 5 (May 1992): 459–69. http://dx.doi.org/10.1016/0028-3932(92)90093-2.
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POINT, RODOLPHE GILLES, CHIA-CHUN NG, and SU HIE TING. "Perceptions of Students Learning French as a Foreign Language in Malaysia." Trends in Undergraduate Research 4, no. 1 (June 15, 2021): f1–12. http://dx.doi.org/10.33736/tur.3094.2021.
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The study investigated the perceptions of students learning French as a foreign language in a Malaysian public university. The specific objectives were to examine: (1) the self-reported French language proficiency level; and (2) their perceptions of their listening, speaking, reading and writing skills in French. Questionnaire data were collected from 80 undergraduates enrolled in French Levels 1 and 2 courses. The analysis showed that language learners from Level 1 and Level 2 rated themselves as having fair proficiency level when they made their rating without comparing themselves to a French native speaker. However, when they compared themselves with a native French speaker, more of them rated their proficiency as poor. The results showed that the relative difficulty of mastering language skills in French, from the most difficult to the easiest, are writing, speaking, reading and listening. Similar results were found for Level 1 and Level 2 French but the undergraduates struggled with writing and speaking at Level 2 more than at Level 1 because of an increased vocabulary range, greater grammatical complexity and longer texts. The results suggest that the difficulties are not much in comprehension of the language but more towards expressing themselves whether in speaking or writing.
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Parkin, Jason R. "The Simple Views of Reading and Writing: Frameworks for Interpretation of the Woodcock–Johnson IV." Journal of Psychoeducational Assessment 39, no. 7 (June 1, 2021): 832–47. http://dx.doi.org/10.1177/07342829211023325.
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The simple views of reading (SVRs) and writing (SVWs) reflect useful frameworks for the psychoeducational evaluation of literacy difficulties. They describe reading comprehension and written expression as the outcome of oral language, decoding, and transcription skills. Prior research has demonstrated that these components explain the vast majority of variance in comprehension and written expression. However, subtests’ specific task demands can influence the relationships among these components within the models. As a result, practitioners should know the degree to which various test batteries operationalize these frameworks. Using correlations from school-age participants provided in the technical manual, these analyses investigated the SVR and SVW within the Woodcock–Johnson IV battery through structural equation modeling. Results suggest that the battery’s measures conform to many of the expectations stemming from the SVR/SVW. However, its comprehension and written expression measures appear less language-influenced and more affected by decoding/spelling. Implications for psychoeducational practice are discussed.
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Avitia, Maria, Matthew Pagirsky, Troy Courville, Emily DeBiase, Tawnya Knupp, and Karen Ottone-Cross. "Differences in Errors Between Students With Language and Reading Disabilities." Journal of Psychoeducational Assessment 35, no. 1-2 (September 26, 2016): 149–54. http://dx.doi.org/10.1177/0734282916669655.
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Children with a specific learning disability in reading/writing (LDRW) and/or language impairment (LI) are likely to have difficulties across all areas of academic achievement, as a great deal of teaching and learning depends on intact reading skill and linguistic communication. Despite a large number of studies examining academic difficulties among these groups, there has been minimal research investigating types of errors made on tests of academic achievement. The present study compared academic error types of children with LDRW (Group 1) and children with LI (Group 3) to two distinct demographically matched control groups (Groups 2 and 4) using the Kaufman Test of Educational Achievement–Third Edition (KTEA-3) error analysis system. Findings indicate that children in the LDRW group or LI group, on average, made a greater number of errors than their matched counterparts. Statistically significant differences, with moderate effect sizes, were found between examinees in the clinical groups and their respective matched control groups across several error categories. Some of the largest differences were found in the Written Expression and Oral Expression subtests. Most importantly, the patterns of errors made by LDRW and LI samples differed notably on the various tasks, providing new insights about these clinical samples.
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Öğülmüş, Kürşat, Murat Hikmet Acikgoz, and Ahmet Tanhan. "Evaluation of Teacher Candidates’ Perceptions about Specific Learning Difficulties through Online Photovoice (OPV) Method." International Journal of Education and Literacy Studies 9, no. 2 (May 1, 2021): 161. http://dx.doi.org/10.7575/aiac.ijels.v.9n.2p.161.
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In this study, the researchers (i) determined the perception levels of candidate teachers about Specific Learning Difficulties (SLD) using Online Photovoice (OPV) methodology, (ii) shared the research results with relevant researchers and practitioners in order to contribute to increase the knowledge level of candidate teachers about SLD, and finally (iii) discussed the results of the research in order to lay the groundwork for more meaningful and useful research and services. OPV technique was used in the data collection phase, and Online Interpretative Phenomenological Analysis (OIPA) was used in the data analysis phase. A total of 367 teacher candidates studying in different teaching programs participated in the study; the answers of 42 students were removed from the analysis for various reasons, and the remaining 325 students formed the final sample. The participants were asked about the most important factor/concept that defines SLD in order to measure their perceptions about SLD. Thirteen main themes were created regarding the most important factor/concept that defined SLD; the most important main themes and percentages were as follows: It is a situation in which the individual has difficulties in cognitive (reading, writing and mathematics) skills (51%), a situation that needs support (16%), and a situation that causes differences in learning style (12%). At the end of the study, the researchers made suggestions to the relevant researchers and practitioners in order to increase their knowledge level about SLD. With this research, the researchers used the OPV technique for the first time in the field of SLD, and they brought a new breath to future research.
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Kuruyer, Hayriye Gül, and Ahmet Çakıroğlu. "In the Process of Educational Diagnosis of and Educational Intervention in Specific Learning Difficulties: Primary School Teachers’ Opinions and Experiences." European Journal of Multidisciplinary Studies 6, no. 2 (June 10, 2017): 337. http://dx.doi.org/10.26417/ejms.v6i2.p337-337.
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Students with a specific learning difficulty are students with low achievement and difficulties in the fields of reading, comprehension and language use, writing, listening, thinking, speaking, or mathematical thinking and operational skills. Identification of specific learning difficulties is the first stage in the development of educational intervention programs. In order to be able to make regulations, it is necessary to determine the strengths and weaknesses of these students in terms of their educational needs. Therefore, it is important to explore primary school teachers’ experiences and classroom applications as well opinions and knowledge about the concept of specific learning difficulty and students having such difficulties because determination of interventions to be made to improve a state depends to a great extent on knowledge about the issue. Thus, the purpose of the current study is to explore primary school teachers’ opinions and applications related to educational diagnosis and education intervention processes followed in case of specific learning difficulties. A grounded theory methodology was used. The study group of the current research consists of 8 primary school teachers. The data were collected through semi-structured interviews and observations. The collected data were analyzed by means of the constant comparison method. The analysis yielded four super categories: specific learning difficulty, problems, tasks and process. As a result of the study, it can be maintained that the primary school teachers have both knowledge deficiencies as regards the educational diagnosis of specific learning difficulties and development of educational intervention programs and conceptual fallacies that make diagnosis more difficult. In addition, it was observed that the teachers experienced difficulties in the process of development and application of educational intervention programs.
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Oliveira, Ecila P., Marina L. Neri, Lívia L. Capelatto, Catarina A. Guimarães, and Marilisa M. Guerreiro. "Rolandic epilepsy and dyslexia." Arquivos de Neuro-Psiquiatria 72, no. 11 (November 2014): 826–31. http://dx.doi.org/10.1590/0004-282x20140141.
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Objective Although benign epilepsy with centrotemporal spikes (BECTS) is an idiopathic, age-related epilepsy syndrome with favorable outcome, recent studies have shown impairment in specific neuropsychological tests. The objective of this study was to analyze the comorbidity between dyslexia and BECTS. Method Thirty-one patients with clinical and electroencephalographic diagnosis of BECTS (group A) and 31 paired children (group B) underwent a language and neuropsychological assessment performed with several standardized protocols. Our findings were categorized as: a) dyslexia; b) other difficulties; c) without difficulties. Our results were compared and statistically analyzed. Results Our data showed that dyslexia occurred in 19.4% and other difficulties in 74.2% of our patients. This was highly significant when compared with the control group (p<0.001). Phonological awareness, writing, reading, arithmetic, and memory tests showed a statistically significant difference when comparing both groups. Conclusion Our findings show significant evidence of the occurrence of dyslexia in patients with BECTS.
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Woodward, K. N., and A. D. Dayan. "Strength of Meaning—Strong Words and a Certain Message?" Human & Experimental Toxicology 9, no. 1 (January 1990): 53–54. http://dx.doi.org/10.1177/096032719000900112.
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The ability to convey specific meanings is important to scientists in their writing. However, difficulties arise when the ideas to be portrayed are judgemental. While extreme terms expressing strength of meaning are readily understood, more subtle ones appear not to be.
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MATEI, Ioana. "Preachiziții în învățarea scris-cititului la copiii cu tulburări de invățare." Revista Română de Terapia Tulburărilor de Limbaj şi Comunicare 7, no. 1 (March 2021): 73–82. http://dx.doi.org/10.26744/rrttlc.2021.7.1.09.
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The first step in combating speech and language disorders, is checking if specific language development steps from infancy and toddlerhood have been done. Students from families with financial difficulties, that lack early childhood cognitive development, tend to be less skilled in reading or writing. To avoid school dropout, we focused on identifying these issues when a child starts school and apply a ten week program. This program has two components, one for teachers and the other for students. The main goal is to identify if certain early development milestones have been met, memory and atention development and phonology conscience. The program has proved it’s eficacity even during the corona virus pandemic
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Lombardi, Elisabetta, Daniela Traficante, Roberta Bettoni, Ilaria Offredi, Mirta Vernice, and Daniela Sarti. "Comparison on Well-Being, Engagement and Perceived School Climate in Secondary School Students with Learning Difficulties and Specific Learning Disorders: An Exploratory Study." Behavioral Sciences 11, no. 7 (July 16, 2021): 103. http://dx.doi.org/10.3390/bs11070103.
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Reading and writing skills influence the social status of students, exerting effects not only on learning, but also on wellbeing. This study aimed to assess the impact of diagnosis of specific learning disorder on well-being in secondary-school students, comparing students with a diagnosis of specific learning disorder (SLD-group), students showing learning difficulties without diagnosis (LD-group) and students without learning difficulties (control-group). Students were tested with neuropsychological screening tests in order to identify learning difficulties and were further assessed by means of psychological and school well-being questionnaires. The results show that LD group perceive themselves as having a low sense of mastery and autonomy, less interest and engagement in daily activities and low peer social support than their schoolmates. This result highlights, for the LD group, a low well-being experience, which is not observed in the SLD and control groups. On the contrary, SLD group students do not differ from control group students in any dimensions except for the perceived parents’ support and involvement in school life, in which the SLD group show the highest scores. This work underlines the importance of having a diagnosis as it seems to work as a protective factor for both the psychological and school well-being of the student.
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Satyanarayana P, Rajesh P, Ravi P, and Rajamuthiah N. "An analytical study on effect of constitutional homeopathic medicines for single arm disability patients in age group of 6-15 years." International Journal of Research in Pharmaceutical Sciences 11, SPL4 (December 20, 2020): 223–25. http://dx.doi.org/10.26452/ijrps.v11ispl4.3773.
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Learning disability is a disorder of the basic physiological processes involved in using or understanding language written or spoken which manifest itself in imperfect ability to listen, speak, read, write, spell or do mathematical calculations. In this study, homeopathic medicine was prescribed to the 30 children having learning disability of age group 6 to 15. Synthesis repertory was used for repertorisation of cases and to find out constitutional medicine. Single dose of medicine was prescribed to every child at the interval of 10 to 15 days in required potency. Pre-assessment of each child was done with "Is It Dyslexia" free online evaluation by Davis Dyslexia Association. Visual Analogue Scale was used for before and after treatment analysis. Study showed significant result with mild to moderate improvement in 30 patients. Dyslexia and Dysgraphia come under category of specific developmental disorder. Dyslexia is characterized by failure to develop adequate reading skills and delay in learning to read which become apparent between the ages of 6 to 9 years. The clinical feature includes omission, distortions or substitutions of words, long hesitations, reversal of words or simply slow reading, writing difficulties are often coexisted with dyslexia. Clinical features include difficulties with spelling, syntax grammar and composition.
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Böhm-Carrer, Fabiana, and Adrian Edgardo Lucero. "La alfabetización universitaria y el contacto con las fuentes de información, claves para el aprendizaje en la universidad." Revista Electrónica Educare 22, no. 2 (April 1, 2018): 1. http://dx.doi.org/10.15359/ree.22-2.15.
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Considering that education is subject to permanent dynamic renewal, this study aims to describe and analyze what difficulties are facing students enrolled in two different universities: one is public (Faculty of Elementary and Special Education, National University of Cuyo); the other one is private (Faculty of Psychology, Aconcagua University). Students face difficulties when they get in contact with searching information tasks, as well as with the topics of the so called academic literacy. Theoretical coincidences suggest the existence of an eloquent difficulty of adaptation to university life, which is compounded when taking into account difficulties in working with information search tools as for reading and writing are the basic and constitutive academic elements of literacy. In the face of this problem, it is essential to consider the benefits that the incorporation of a new academic culture could provide to students. So, the general objective of this study becomes to find the link that can be established between the strategies of information search, reading, and writing, and the capitalization of knowledge at the beginning of the university studies for freshmen students in the Faculty of Elementary and Special Education, University of Cuyo (FEEyE), and the Faculty of Psychology, Children, Youth and Family, and Criminalistics, University of Aconcagua; both are located in Mendoza, Argentine. A structured, quantitative design methodology was implemented to achieve this objective; in this methodology, the survey technique was applied, and a questionnaire was used as a data collection instrument, prepared ad hoc for these studies. The 146 participants selected responded to a non-probabilistic sampling strategy, which considered the two universities under study and the four careers chosen. To apply the strategy the students should be enrolled in the second year of their careers, so that this condition could account for the aspects under research. The data obtained were processed from a descriptive, univariate and bivariate statistics, which would provide a descriptive image of the subjects studied, as well as the main variables and indicators mentioned in the research objectives. Thus, by way of conclusion, regarding the contact with sources of information, it is notable that about 13% of the students of both universities do not use ICTs in their university performance, despite public policies in state institutions executed years ago. One in five students does not know how to look for academic information on Internet; they confuse and do not know the available tools. Concerning the axes of academic literacy, reading and writing, the lack of specific disciplinary language appears as one of the main difficulties both to produce and to understand a text, accompanied by the absence of exercise in the production of academic texts of their own. Despite the initial assumption, no significant differences were found to be attributable to the public and private qualities of the universities where the groups under study were enrolled.
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Aquil, Mohammad Amimul Ihsan, and Mazeyanti Mohd Ariffin. "The Causes, Prevalence and Interventions for Dyscalculia in Malaysia." Journal of Educational and Social Research 10, no. 6 (November 18, 2020): 279. http://dx.doi.org/10.36941/jesr-2020-0126.
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Children with Dyscalculia show deficits in the basic understanding of quantities and numbers, which cause difficulties in math skills acquisition despite adequate schooling. This study summarizes the current knowledge regarding causes, diagnosis and treatment of Dyscalculia in Malyasia from a clinician’s perspective. The findings reveal that Dyscalculia is a brain based specific learning disability, which often co-exist with other neurological disorders such as Dyslexia and attention-deficit hyperactive disorder (ADHD). Symptoms of Dyscalculia include difficulty in reading, writing, counting, arithmetic calculation, direction co-ordination, finger counting agnosia and time management. A computer-based Diagnosis of Dyscalculia should measure all the possible difficulties that are faced by Dyscalculic patient along with other disorders that might co-exist with Dyscalculia and IQ. Care can be provided to Dyscalculia children using one-on-one intervention and the implementation of a standard policy based on health professionals, teachers, parents for diagnosis and treatment. The study also shows the need for more research into the current situation, diagnosis and intervention of dyscalculic cases in Malaysia to help meet the needs of these dyscalculic children.
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SANTOS, VALÉRIA ANDRÉ DOS, JÚLIO CÉSAR ANDRÉ, LOIANE LETÍCIA DOS SANTOS, LORENA ALINE SANTOS ALMEIDA, ELIANE LUIZ DOS SANTOS, TALESSA LEONARA FREIRE BROMATE, and LEONILA SANTOS DE ALMEIDA SASSO. "Readings and Versions of Peter Pan in the Discursive Perspective." Journal of Studies in Education 10, no. 2 (April 21, 2020): 14. http://dx.doi.org/10.5296/jse.v10i2.16723.
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This article aims to present a practice of reading and writing in the discursive perspective, from versions of children’s and young adult’s literature and cinema, on reconstruction of stories. The theoretical basis supporting this reflection is Discourse Analysis (DA), anchored in the studies of Michel Pêcheux, in France, and Eni Puccinelli Orlandi, in Brazil. We started with the reading project Ler, contar e recontar (Reading, telling and retelling) in 2012, motivated by the concern about students presenting difficulties in writing and interpreting texts in all disciplines. The project’s purpose is to perform DA on literary and cinematographic works in activities that lead to the establishment of similarities and differences among such materials. We provided visibility to the effects of meaning produced in the passage from the book to films and to drawings, considering the different processes of constitution, formulation and circulation of each significant materiality. By an approach involving reading the book, watching movies and examining drawings, added by discussions on effects of meaning of each and among them, it was possible to build the final product: a new version for the Peter Pan story, which was brought to the current days. Such story was presented on a festive night to the school community, showing the effects of authorship. It is worth remembering that it is not possible to invent a recipe. Our project is unique and even if someone wants to copy it, i.e., use the same methodology, the results will be different, as the subjects will be different, just like the production conditions, the time, the teacher, the activities etc. The unique production conditions of the conceived activities and the specific chosen class are responsible for the particular result of any proposal.
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Moreno-Torres, M. "Neuropsychological Profiles to Achieve Cultural Justice for Hispanic Children with Specific Learning Disabilities (SLD)." Archives of Clinical Neuropsychology 34, no. 7 (August 30, 2019): 1263. http://dx.doi.org/10.1093/arclin/acz029.30.
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Abstract Objective The purpose of this poster is to illustrate the use of a method based on a neuropsychological pattern of strengths and weaknesses (PSW) to identify specific learning disabilities (SLD) in Puerto Rican Hispanic children. The Discrepancy/Consistency Method (D/CM) (Naglieri, 2011; Naglieri & Otero, 2017) helps to identify neuropsychological processes underlying academic difficulties instead of acquired skills, which are determined by culture and language. The D/CM is a reliable approach to evaluate cultural and linguistic minorities. Participants and Method This case series reviewed the records of eight children, between the ages of 6 to 15, diagnosed with SLD. Reviewed neuropsychological data included the Cognitive Assessment System (CAS-2) to assess neuropsychological processes and WJ Bateria-III for academic achievement. All patients were evaluated in a private practice clinic by a neuropsychologist. Results All children performed between low average to below average (impaired) in reading measures. Seven of them also presented low scores in math and writing measures. In terms of neuropsychological processes, the major difficulties were found in successive processing (M = 82; range 69-93), followed by planning (M = 85; range 62-100) and attention (M = 87; range 65-123). Using the D/CM, it was possible to link a clear neuropsychological PSW with their academic difficulties. Conclusions The D/CM permits the attainment of a precise diagnosis to identify SLD in Hispanic children. The identification of PSW is important to provide fair interventions for children from culturally diverse backgrounds – many of who require a reliable and valid method to ascertain proper diagnoses. Federal regulations encourage the use of assessment approaches that include basic psychological measures sans cultural and language discrimination. This case series demonstrates the value of the D/CM as a model to achieve cultural justice and equity in the evaluation and intervention of the Hispanic population. References Naglieri, J. A. (2011). The discrepancy/consistency approach to SLD identification using the PASS theory. Naglieri, J. A., & Otero, T. M. (2017). Essentials of CAS2 assessment. John Wiley & Sons.
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Marí Sanmillán, Mª Isabel, Mª Dolores Gil Llario, Roberta Ceccato, and Yazna Cisternas Rojas. "INFLUENCIA DE LA VELOCIDAD DE NOMBRAMIENTO EN EL INICIO DE LA LECTURA." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 1, no. 1 (September 10, 2016): 128. http://dx.doi.org/10.17060/ijodaep.2014.n1.v1.356.
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Abstract:The analysis of the cognitive processes that are the basis of reading skill has detected some predictors of the development of phonological-orthographic skills necessary in learning it and has identified the naming speed as a good predictor of deficit related to reading difficulties. The objective of this study is to analyze the relationship between naming speed and initial learning of literacy through the analysis of aspects such as the influence of the reading habits, age of onset of literacy or participation in specific learning methods as Kumon. The study involved 289 children aged 4 to 6 years. Results showed naming speed correlates with phonological awareness, predicts reading comprehension, enhanced by good family reading habits and the Kumon method which shows itself specially relevant when beginning the reading and writing process. These results allow us to conclude the relevance of this function in predicting success at the start of reading and writing learning processes.Resumen:El análisis de los procesos cognitivos que están a la base de la habilidad lectora ha permitido detectar algunos predictores del desarrollo de las habilidades fonológico-ortográficas e identificar la velocidad de nombramiento como un buen predictor del éxito de la adquisición de la lectura, o en su defecto, de las dificultades lectoras en edad escolar. El objetivo de este estudio es analizar la relación que existe entre velocidad de nombramiento y el aprendizaje inicial de la lectoescritura a través del análisis de aspectos como la influencia de los hábitos lectores, la edad de inicio de la lecto-escritura o la participación en métodos de aprendizaje específicos como el Kumon. En el estudio participaron 289 niños de 4 a 6 años. Los resultados indican que la velocidad de nombramiento correlaciona con la conciencia fonológica, predice la comprensión lectora, se ve favorecida por unos buenos hábitos lectores familiares así como por como el método Kumon mostrándose especialmente relevante cuando se está iniciando la lectoescritura. Estos resultados permiten concluir la relevancia de esta función en la predicción del éxito en el inicio de la lecto-escritura.Palabras clave: Velocidad de nombramiento, inicio lecto-escritura, comprensión lectora.
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Lundine, Jennifer P., and Rebecca J. McCauley. "A Tutorial on Expository Discourse: Structure, Development, and Disorders in Children and Adolescents." American Journal of Speech-Language Pathology 25, no. 3 (August 2016): 306–20. http://dx.doi.org/10.1044/2016_ajslp-14-0130.
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PurposeWith the adoption of the Common Core State Standards, expository texts gain prominence at all grade levels and for all disciplines. Although the linguistic and cognitive complexities of exposition pose challenges for all children, they may create additional challenges for children and adolescents with language difficulties. Therefore, this tutorial provides background information for clinicians regarding the structure, development, and specific difficulties associated with exposition across the 4 modalities of listening, speaking, reading, and writing. This background is intended to help direct the attention of researchers and clinicians to needed advances in knowledge and skill if the profession is to adequately support the population of children and adolescents who struggle with language.MethodThis tutorial is based on an extensive narrative review of articles identified using a systematic search process. Cited research studies are discussed qualitatively, but intervention studies are also characterized in terms of the strength of their research designs. This method is undertaken to highlight the strengths and weaknesses of the current state of research on these topics.ConclusionsFuture research needs are proposed to promote discussion among researchers and to prepare clinicians for the kinds of evidence they should be demanding as a basis for their practice.
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Standhartinger, Angela. "Aus der Welt eines Gefangenen Die Kommunikationsstruktur des Philipperbriefs im Spiegel seiner Abfassungssituation." Novum Testamentum 55, no. 2 (2013): 140–67. http://dx.doi.org/10.1163/15685365-12341417.
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Abstract It is well known that Philippians was written in prison. However, very few have investigated whether the living conditions of ancient imprisonment are reflected in Philippians. Even less frequently studied are the specific structures of communication for those in Roman custody. This article argues that the situation of composition in prison demanded a degree of ambiguity in speaking and writing that produced difficulties for interpreters of Philippians then and now. For a letter written in prison has to reckon with being read by more than the immediate addressees, like the prison guards, police personnel, and judges. Thus, a letter from prison is always an “open interaction between the subordinates and those who dominate,” or, as James Scott has called it, a “public transcript.” The question, however, arises, whether behind the public transcript, that is the letter to the Philippians, we may also discover a hidden transcript, a discourse that takes place “offstage,” beyond direct observation by power holders. This article seeks to clarify what Paul is conveying in Philippians by reading it against ancient prison life and the circumstances of writing and communicating from therein. It finally asks how the community in Philippi might have read the letter beyond what is (and is not) obviously communicated in it.
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García-Mateos, Mª Montfragüe, Francisco Javier De Santiago Herrero, and Rafael Antonio Salas Muriel. "RETRASO LINGÜÍSTICO, ASIMILACIÓN DEL TEXTO Y PROBLEMAS DE APRENDIZAJE." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 3, no. 1 (September 27, 2016): 261. http://dx.doi.org/10.17060/ijodaep.2014.n1.v3.504.
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Abstract:LANGUAGE DELAY, ASSIMILATION OF THE TEXT AND LEARNING DISABILITIESResearch on the Learning Disability of the Written Language and its relationship with Language Delays have been mainly focused on the impact generated in Reading Fluency and Writing. The current investigations emphasize the need to study in depth the most specific relation that there take the different linguistic components delayed as regards the reading comprehension as its possible implication in the Difficulties of Learning. We present a study of 120 children - divided in two groups of ages understood between 6 to 10 years and 11 to 15 years - with semantic and/or syntactic linguistic difficulties of verifying how the different nature of the linguistic debts influences both the comprehensive reading of the written text, and the possible cognitive strategies used for its assimilation and later learning. The results show the significant relation between the Debts of the Language and the Difficulties in the Reading Comprehension between 6 and 10 years and that, also, the different cognitive processes used in the comprehensive reading depends on the nature of the backward linguistic component. Equally, we observe that the difficulties in the written expression are related to the proper nature and type of the expressive linguistic delay. We consider opportune to study in depth the knowledge of the different syntactic structures, as well as of the level of acquisition of the vocabulary, and its implication in the Difficulties of Learning presented during the stage of Primary education, to prevent, as far as possible, the defeat and school abandonment produced during the stage of Secondary.Keywords: Learning Disability, Reading comprehension, Primary Language delayResumen:Las investigaciones acerca de las Dificultades de Aprendizaje del Lenguaje Escrito y su relación con los Retrasos del lenguaje han estado centradas principalmente en las repercusiones que se generan en la fluidez lectora y en la escritura. Las investigaciones actuales destacan la necesidad de profundizar en la relación más específica que tienen los diferentes componentes lingüísticos retrasados en relación a la comprensión lectora por su posible implicación en las Dificultades de Aprendizaje. Presentamos un estudio de 120 niños -divididos en dos grupos de edades comprendidas entre 6 a 10 años y de 11 a15 años-, con dificultades lingüísticas semánticas y/o sintácticas para comprobar cómo la diferente naturaleza de los retrasos lingüísticos influye tanto en la lectura comprensiva del texto escrito, como en las posibles estrategias cognitivas utilizadas para su asimilación y posterior aprendizaje. Los resultados muestran la relación significativa entre los Retrasos del Lenguaje y las Dificultades en la Comprensión Lectora entre los 6 y 10 años y que, además, los diferentes procesos cognitivos utilizados en la lectura comprensiva depende de la naturaleza del componente lingüístico retrasado. Igualmente, observamos que las dificultades en la expresión escrita están relacionadas con la propia naturaleza y tipo del retraso lingüístico expresivo. Estimamos oportuno profundizar en el conocimiento de las diferentes estructuras sintácticas, así como del nivel de adquisición del vocabulario, y su implicación en las Dificultades de Aprendizaje presentadas durante la etapa de Educación Primaria, para prevenir, en lo posible, el fracaso y abandono escolar producido durante la etapa de Secundaria.Palabras clave: Dificultades de aprendizaje, Lectura comprensiva, Retraso lenguaje primario
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Lundh, Anna Hampson, and Genevieve Marie Johnson. "The use of digital talking books by people with print disabilities: a literature review." Library Hi Tech 33, no. 1 (March 16, 2015): 54–64. http://dx.doi.org/10.1108/lht-07-2014-0074.
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Purpose – The purpose of this paper is to analyse empirical studies regarding the use of digital talking books (Digital Accessible Information System (DAISY) books) as well as the possibilities and limitations that users with print disabilities encounter when using these books. Upon fulfilment of this purpose, it is also possible to identify research needs in the area of talking books. Design/methodology/approach – An analysis of 12 empirical studies concerning the use of DAISY books is conducted. The concept of affordances is employed in the analysis, which focuses on: users of talking books, talking books as objects, and the social settings in which talking books are used. Findings – First, the reviewed literature indicates that the navigational features of the DAISY talking book appear to provide unprecedented affordances in terms of the users’ approaches to reading. However, the affordances of talking books depend, to some extent, on whether the users have visual impairments or dyslexia/reading and writing difficulties. Second, the reviewed literature illustrates that the affordances provided by talking books depend on the settings in which they are used, both in terms of specific social situations and wider socio-political contexts. Originality/value – Although the need for assistive reading technologies, such as digital talking books, is large, research in this area is scarce, particularly from a user perspective. This paper describes the results of those studies which have actually been conducted on this topic and highlights areas that require further study.
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Syakira, Sitti. "English as Medium of Instruction at Physics International Class Program: A Study of Students’ Perception." Indonesian TESOL Journal 2, no. 1 (April 6, 2020): 15–28. http://dx.doi.org/10.24256/itj.v2i1.1068.
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The specific focus of this paper is to uncover the students’ perception on English language use as the medium of instruction (EMI) in the teaching and learning at Physics International Class Program (ICP), State University of Makassar. The paper describes the students’ reason and expectation choosing ICP rather than regular one, their difficulties, as well as their language achievement. The data was collected using semi-structured interview to nine of third-year physical students in the program. The interviews were conducted in the language that the participant felt comfortable using (Indonesian) and recorded about seven to nine minutes each students. The analysis follows the qualitative content analysis described by Miles and Huberman, (1994): that is, themes were coded and categorized into the needs of the research, and patterns in the themes were identified and during this process, interpretations of these arrangements were made. The result of this study indicates that EMI in ICP helps some students to improve their English especially in writing, reading and vocabularies although some others are still experiencing difficulties in the teaching and learning process. Therefore, program development is still necessarily required in ICP in order to maintain its quality. Furthermore, the result of this study is expected to be a consideration for the continuity program in the future for a better service of its all aspects and to be a positive contribution for the next researcher who wants to conduct deeper research related to this topic.The specific focus of this paper is to uncover the students’ perception on English language use as the medium of instruction (EMI) in the teaching and learning at Physics International Class Program (ICP), State University of Makassar. The paper describes the students’ reason and expectation choosing ICP rather than regular one, their difficulties, as well as their language achievement. The data was collected using semi-structured interview to nine of third-year physical students in the program. The interviews were conducted in the language that the participant felt comfortable using (Indonesian) and recorded about seven to nine minutes each students. The analysis follows the qualitative content analysis described by Miles and Huberman, (1994): that is, themes were coded and categorized into the needs of the research, and patterns in the themes were identified and during this process, interpretations of these arrangements were made. The result of this study indicates that EMI in ICP helps some students to improve their English especially in writing, reading and vocabularies although some others are still experiencing difficulties in the teaching and learning process. Therefore, program development is still necessarily required in ICP in order to maintain its quality. Furthermore, the result of this study is expected to be a consideration for the continuity program in the future for a better service of its all aspects and to be a positive contribution for the next researcher who wants to conduct deeper research related to this topic.
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Puspitasari, Indah. "DEVELOPING ENGLISH FOR TOURISM MATERIALS TROUGH STAKEHOLDERS� NEEDS ANALYSIS." English Review: Journal of English Education 7, no. 1 (December 1, 2018): 147. http://dx.doi.org/10.25134/erjee.v7i1.1534.
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Banyumas currently grows well in various aspects especially in tourism. Tourism plays an important role in this regency because it becomes one of the mainstays of Banyumas revenue sector. A phenomenon occurs today is the number of hotels in Banyumas arises every year. It is very important to prepare human resources; especially those who have good skills in tourism and English. This paper aims at explaining the stakeholders� overview of skills needed, topic needed, and difficulties encountered. The stakeholders here are tour agencies, hotels, and Youth, Sports, Culture and Tourism Office of Banyumas Regency. This is a qualitative research method which has several research steps. First, library study is a method of collecting data and it is also used to compile research instruments. The second step is to share the questionnaires to the sampling and the last is analysing the results. The results of this study showed that; 1) the required skills are speaking (100%), listening (75%), writing (25%), and reading (25%), 2) 80% of the topics offered in the questionnaire are required by all stakeholders. The topics are about hotels and tourism materials, and 3) difficulties encountered in active cooperating with tourism industry, less practice in explaining tourism city map, and listening different accents such as English speakers from China, Japan, and India. In conclusion, these findings regarding the skills and topics needed can be used to develop English for Tourism materials.Keywords: English for tourism; English for specific purposes; needs analysis; developing materials; tourism; Banyumas.
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Milic, Tamara. "Teachers’ Inclusive, Augmentative, Assistive and IT Competences in Working with Children with Special Educational Needs." Frontiers in Education Technology 4, no. 2 (June 17, 2021): p132. http://dx.doi.org/10.22158/fet.v4n2p132.
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In this study we wanted to determine the presence of teachers’ information-communication-technological competencies in working with students with special educational needs. Desk research provides an overview of policy and support in inclusive education in Montenegro, with a focus on teachers’ inclusive training. From 2015 to 2018, 148 trainings were realized in the field of inclusive education and 3848 teachers were trained - most often, these were one-day trainings, duration - 8 hours, and the topics were: Working with specific disabilities, adaptation, individualization. Systematic observation based on a protocol was conducted with 15 children from the second to the sixth grade of primary school: autism; intellectual, visual, hearing, combined disabilities and difficulties: speech, language, reading and writing. The findings indicate that teachers are educated to an individualize approach. We observed the application of the approach and the use of learning and communication technology. The effects of teachers’ work and competencies are better after training, coaching and when they get support from the professional associates of the school and/or resource center. Teachers’ attitudes are positive, they show creativity, adaptability, use the technologies after they have been trained about the characteristics of students, and recommended approaches for working with them.
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Gergely, Katalin, and Renáta Lakos. "Role of pediatricians in the diagnosis and therapy of dyslexia, dysgraphia and dyscalculia." Orvosi Hetilap 154, no. 6 (February 2013): 209–18. http://dx.doi.org/10.1556/oh.2013.29526.
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Pediatricians play an important role in the diagnosis and therapy of children with dyslexia, dysgraphia or dyscalculia. These syndromes strongly affect children’s school performance. Children with dyslexia, dysgraphia or dyscalculia show a significant underachievement in reading, writing or counting and their failure to meet the school requirements undermines their self confidence and positive self-concept. As a result, children with learning problems often become aggressive, frustrated or play the clown in the classroom. According to the Hungarian law children with any learning difficulties have the right to get special education by their specific symptoms. In the realisation of the law and equity the pediatrician’s expertise is essential and has an important role in the therapeutical procedures. However, the pediatrician’s role is more complex than writing an opinion. Pediatricians can help by giving a detailed description about these syndromes and explain them how they can help their child, what are the main difficulties during the child’s studies, what kind of therapies can be efficient and how they can make their child’s school years easier. During the assessment most of the parents ask the following questions: What does dyslexia, dyscalculia or dysgraphia exactly mean? Is it a handicap or a learning difficulty? Could the child live a normal life? With the proper answer and with an inclusive attitude pediatricians can help both the parents and the children to create a liveable lifestyle and make their children’s schoolwork more successful. The authors’ opinions are to close the medical and the pedagogical view, because without the cooperation of these two scientific fields, the theme affected parents, children and teachers cannot get proper help to find better solution and support for their problems. In the survey the authors intend to give a complex view about the symptoms of these syndromes and try to give useful advice for pediatricians how they can support their patients emphasizing the key role of pediatricians and clinical expertises in the early recognition and therapy. Orv. Hetil., 2013, 154, 209–218.
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Liebert, E. A. "How to write in Plautdietsch?" NSU Vestnik. Series: Linguistics and Intercultural Communication 17, no. 3 (2019): 32–41. http://dx.doi.org/10.25205/1818-7935-2019-17-3-32-41.
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The article raises issues related to written fixation of the oral Mennonite language called Plautdietsch. The Mennonites – members of one of the Protestant churches, established first in Holland and northern Germany – changed their place of residence over the centuries. The Mennonite language emerged in Prussia and later in Ukraine, where their large colonies had lived. Being a striking feature of this specific ethno-confessional community, Plautdietsch was and still is used almost exclusively in oral communication and does not have any established written standard. The phonology of Plautdietsch may be identified, in general, as Low German, although there is a number of significant phonological features are not characteristic of Low German area. Now the Plautdietsch native speakers live all over the world: in Canada, Germany, Russia, in particular, in Siberia, where their own, yet unstable, written standard of the language is being formed. One of the main problems concerning its fixation is caused by the complicated vocalism and high instability observed in the pronunciation of many vowels and diphthongs, the main source of difficulties preventing elaboration of the means for writing. In this paper, we focus on these unstable features of the vocal system. It provides a brief overview of currently available written samples of Plautdietsch, produced in Canada, Germany, and Russia. Some of them are based on the Latin alphabet and norms of the German spelling. Others, on the contrary, depart from it, using specific letter combinations, unknown earlier, introducing geminates (double consonants), refusing to spell nouns with a capital letter or to use umlauts (for technical convenience). Developments and tentative approaches of some Germanists from Russia who introduced their own ways of writing Plautdietsch in their research papers are presented. As an illustration, the samples of such a graphic system, elaborated by the linguist from Novosibirsk I. A. Kanakin (1940–2018), are given. They were not published and are kept in the personal archive of the author of the article. Our own principle of writing is presented too, and this as a part of the project implementation – compiling and publishing a small handbook for reading in this language, which is addressed to children, whose native language is Plautdietsch and who study literary German at school. Taking this into account, the most appropriate ad-hoc solution seems to use a form of writing that is close to German spelling and is accepted today in Germany.
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Locke, Rachel, Sharon Kibble, Gail Alexander, Samantha Scallan, and Richard Mann. "Doctors with dyslexia: researching experiences and support strategies." British Journal of General Practice 68, suppl 1 (June 2018): bjgp18X697169. http://dx.doi.org/10.3399/bjgp18x697169.
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BackgroundAn increase in the number of medical students disclosing dyslexia as a specific learning difficulty on entering medical school is leading to an increasing number of doctors disclosing dyslexia in the workplace. The degree to which dyslexia has an impact on workplace performance depends on the individual doctor’s level of self-awareness and skill in developing supportive strategies or ‘workarounds’. There is little research on experiences and such strategies in the context of medical education and engaging in research poses challenges.AimResearch was conducted to identify effective workarounds and how they help to minimise the effects of dyslexia for doctors.MethodData was collected in stages: a systematic review, FOI requests and primary data collection. Fourteen doctors took part in the primary data collection through interviews and surveys. Five key informants with knowledge about the support available participated in semi-structured interviews.ResultsAlthough most participants had experienced difficulties they had found individualised ways of coping to overcome the challenge presented by dyslexia. The main ones were to assist with revision and exams, writing and spelling, reading, memory, time management and organisation.ConclusionThe ability to develop such personal strategies can be seen as a positive attribute of dyslexia: ‘The dyslexic learns to adapt and cope and create systems for themselves to get by’ (interviewee).