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Raising awareness of dyslexia as a language learning disability : a case study in the North West Province.Leseyane, Modie Monicca. January 2016 (has links)
M. Tech. Language Practice
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Die Praktiese ondersteuning van ’n leerder met disleksie deur middel van ’n Instruksiebeplanningsprosesvan der List, Wanda January 2014 (has links)
Tesis voorgelê volgens die vereistes van die
M.Ed.: Onderwys
Vir die Fakulteit van Onderwys en Sosiale Wetenskappe
te
Kaapse Skiereiland Universiteit van Tegnologie
2014 / Reading is the interaction between author and reader. To be able to read, the reader has to
decode the message in order to read with comprehension/understanding. Reading consists
of two components, namely word recognition and reading comprehension. Word recognition
is the ability to recognise words as quickly as possible. Reading comprehension is the ability
to store the meaning of the message in words in the brain. To be able to read the learner
must be able to recognise the message and to understand what he/she reads.
The ability to read is very important, because a good reading ability is the key to success in
a learner’s studies at school. Reading problems occur due to the lack of phonological
processing of written material. Reading problems are caused by various factors such as
emotional factors, sensory factors and limited cognitive ability – to mention but a few.
The purpose of this research was to determine whether a multi-sensory reading method
such as the Silverman approach to reading could have a positive influence on the reading
and studying abilities of a learner with dyslexia combined with an instructional design.
A literature review was done on reading and reading problems, a multi-sensory approach,
and well-known multi-sensory approaches such as the Davis method, Orton Gillingham
method and the Silverman method.
A Grade 8 learner who had been diagnosed with dyslexia was evaluated according to the
ESSI reading and spelling tests to determine his reading and spelling levels. His parents
and he had to complete questionnaires to determine his scholastic and social progress.
After that, the learner was helped by using the Silverman spelling method to enhance his
spelling and reading abilities. The duration of the course was thirteen weeks and the learner
attended hourly sessions two times per week. The instructional design was used to adjust
the sessions according to the learner’s needs.
The quantitative research method, namely the ESSI reading and spelling tests, was used as
well as the qualitative method. The researcher also used journal inscriptions to observe the
sessions in order to change the programme should it be deemed necessary.
After completion of the course, the learner was evaluated according to the ESSI test once
more and his parents and he had to complete the questionnaire again to ensure reliability
and validity.
The results of the qualitative tests and the quantitative information pointed out that the
learner successfully progressed in his reading and spelling abilities.
Die praktiese ondersteuning van ’n leerder met disleksie deur middel van ’n instruksie-beplanningsproses
vi
It is thus possible to deduct that a multi-sensory reading and spelling method such as the
Silverman method had a positive influence on the learner’s reading and spelling abilities.
A shortcoming in the research was that the researcher was restricted to only four months to
complete the research project. Should the research have begun from the beginning of the
year, the results might have differed completely. The researcher has also made
recommendations about the training of teachers, as well as recommendations to the
Department of Education.
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Living with the label of dyslexiaHoskins, Geraldine Ann 05 1900 (has links)
Included in the challenges possibly faced by those with dyslexia, is the acquisition of literacy skills. Despite 21st century advancements made in technology, literacy skills remain central to education and day-to-day living. Therefore, it is essential to meet the learning needs of those with dyslexia, as failure herein could impact negatively on their lived experiences and on the attainment of their needs.
The main aim of this transcendental phenomenological study was to explore, and describe the first-hand lifelong experiences of adults living with dyslexia. The study utilised the theoretical and conceptual frameworks of Bronfenbrenner’s Ecological Systems Theory and Maslow’s Hierarchy of Needs. Following a multistage procedure, a criterion-based sampling strategy was used to select study participants, comprising of eight South African adults between the ages of 18 and 40, who were formally diagnosed with dyslexia. Data collection included semi-structured one-on-one in-depth interviews and the researcher’s reflective journal.
Data analysis, following the principles of phenomenology, resulted in the formation of five themes. Findings reveal that dyslexia is viewed positively by adults diagnosed with it, and used as a driving force to succeed and obtain set goals. Various professionals were consulted with the aim of obtaining a diagnosis; however, obtaining a diagnosis and hence an explanation for their learning challenges, was a stressful experience for both the participants and their parents. Families provide much assistance with school work, although all participants revealed negative schooling experiences caused by schools not acknowledging dyslexia and not meeting their specific learning needs. Although living with dyslexia presents challenges, coping mechanisms are in place for overcoming anticipated challenges. Whilst self-confidence is not negatively affected, dyslexia appears to negatively affect the self-esteem of some. This study found that the dyslexia label is preferred to that of having additional learning needs, as the dyslexia label is viewed as referring to specific challenges and not to entire learning abilities. Finally, this study hopes to provide a deeper understanding of the experiences of those living with dyslexia and fill the existing gap in South African literature. / Psychology / Ph. D. (Psychology)
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Dyslexia : an investigation of teacher awareness in mainstream high schoolsThompson, Lynette Sharon 04 1900 (has links)
The main aim of this study was to assess teachers’ awareness levels of dyslexia, their perceptions of their ability to identify and manage dyslexia, and their perceptions of the adequacy of their pre-service and in-service training in dyslexia. The sample comprised teachers at 16 mainstream high schools in the Western Cape. A Likert type scale questionnaire was used to collect data that were analysed by means of a sign test of difference and a Kruskal-Wallis test of variance. The results indicated that teachers had adequate knowledge of dyslexia, believed they are able to identify and manage dyslexia, and believed that they received little or no pre-service and in-service training in dyslexia. The main conclusion that can be drawn is that teachers need on-going adequate pre-service and in-service training in the field of dyslexia. / Department of Psychology / M.A. (Psychology)
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Dyslexia : an investigation of teacher awareness in mainstream high schoolsThompson, Lynette Sharon 04 1900 (has links)
The main aim of this study was to assess teachers’ awareness levels of dyslexia, their perceptions of their ability to identify and manage dyslexia, and their perceptions of the adequacy of their pre-service and in-service training in dyslexia. The sample comprised teachers at 16 mainstream high schools in the Western Cape. A Likert type scale questionnaire was used to collect data that were analysed by means of a sign test of difference and a Kruskal-Wallis test of variance. The results indicated that teachers had adequate knowledge of dyslexia, believed they are able to identify and manage dyslexia, and believed that they received little or no pre-service and in-service training in dyslexia. The main conclusion that can be drawn is that teachers need on-going adequate pre-service and in-service training in the field of dyslexia. / Department of Psychology / M.A. (Psychology)
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