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Stress and coping strategies amony primary school children with dyslexiaLin, Shui-ngor, Miranda., 連瑞娥. January 2003 (has links)
published_or_final_version / abstract / toc / Education / Master / Master of Education
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The role of visual and orthographic skills in reading among Chinese dyslexic childrenKwan, Pun-lok, David., 關本樂. January 2004 (has links)
published_or_final_version / abstract / toc / Psychology / Master / Master of Philosophy
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Self-esteem and family factors of Chinese dyslexic children in Hong KongMa, Nga-lun, Rachel January 2002 (has links)
published_or_final_version / abstract / toc / Educational Psychology / Master / Master of Social Sciences
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Spolupráce studijního centra Basic a běžné základní školy při výuce angličtiny u dyslektiků. / Cooperation with the study centre BASIC and an elementary school in teaching English of dyslexic studentsKOŘÍNKOVÁ, Linda January 2012 (has links)
This diploma thesis focuses on the Basic study centers in the Czech Republic. It maps its foundation, goals, roles and study technology. Also, it is concerned with the parent´s reactions on the results of the educational program. It deals with the evaluation of the cooperation between teachers and Basic teachers. This diploma thesis also contains a student evaluation of the program.
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The Dyslexic Actor: How Dyslexia Affects the Acting ProcessMilazzo, Kate 01 January 2024 (has links) (PDF)
Dyslexia can benefit an actor, especially if the individual is aware of how the challenges and advantages of dyslexia impact their personal acting process. Dyslexia is widely understood to be a learning disability that affects an individual's reading and writing abilities. Many forms of theater rely on the written word, and an actor's success lies in their ability to interpret the text, leading one to question whether a dyslexic individual can find success as an actor. Yet several famous actors, including Octavia Spencer and Henry Winkler, are known to be dyslexic. As a dyslexic individual, I have also successfully participated in numerous productions despite the challenges I have faced within the art form. Thus, the difference between struggle and success for the dyslexic actor may lie in their understanding of their strengths and weaknesses. Identifying dyslexia-specific weaknesses can lead to new coping strategies, recyclable methodologies, improved self-advocacy, and a higher level of confidence. Realizing that one's excellent spatial reasoning, story analysis skills, vivid mental images, and imaginative thinking are characteristics of the dyslexic brain's strengths can be equally empowering. The foundation of these discoveries gives way to a new understanding of dyslexia. The first chapter of this thesis focuses on the definition of dyslexia, the differences in structure and function of dyslexic brains compared to non-dyslexic brains, and how these differences can present challenges. This chapter also introduces advantages, known as MIND strengths, as identified, and defined by Brock Eide, MD, MA, and Fernette Eide, MD, in their 2023 book, The Dyslexic Advantage: Unlocking the Hidden Potential of the Dyslexic Brain. These advantages were only recently defined and provide fresh insight into the workings of the dyslexic mind. The following two chapters discuss the identification of dyslexic-related challenges, strategies, and MIND strengths that contributed to the successes and disappointments I experienced while performing in two different theatrical productions. Chapter Two chronicles how the challenges, strategies, and MIND strengths affected my reading of the script, character creation, rehearsal process, and performance in Noises Off, written by Michael Frayn, while Chapter Three chronicles the same process for Henry VI- Part One by William Shakespeare. Though sharing this process intends to act as a guide to breaking down the acting process, encouraging the use of coping strategies, and discovering one's MIND strengths, this thesis serves only as a springboard for other dyslexic actors. The effect of dyslexia is specific to the individual, and each artistic experience and expression is unique.
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Dyslexia: A struggling reader's journey towards literacySpence, Cynthia Jenina 01 January 2008 (has links)
The purpose of this research paper is to investigate how dyslexia is currently being defined and debated by both the academic and scientific communities. Additionally, this thesis analyzes how dyslexia is presently being dealt with in the classroom and how this disability is represented in children's literature.
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Written vocabulary learning among Hong Kong dyslexic children: an investigation on paired associate learning and incidental learningChow, Man-ching, Eva., 周敏晶. January 2006 (has links)
published_or_final_version / abstract / Psychology / Master / Master of Philosophy
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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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Využívání počítačového programu 'Jazyky bez bariér' při výuce angličtiny žáků s dyslexií / Application of the Computer Programme 'Languages without Barriers' in Teaching English to Dyslectic ChildrenBlahynková, Veronika January 2014 (has links)
This diploma thesis is focused on teaching English to dyslexic children, especially on the application of a special computer programme designed for dyslexic pupils, called Languages without Barriers. The aim of the theoretical part was to give a report on who dyslexic pupils are, what textbooks and other special materials that encourage dyslexic children are available in the Czech Republic and to outline the way dyslexic pupils should be approached in English lessons. The aim of the practical part was to look briefly into the current situation of teaching English to dyslexic children in the Czech Republic and find out whether Czech teachers have enough information on how to approach such pupils. The main aim of this part was to focus on the special computer programme Languages without Barriers. This diploma thesis aimed to find the optimal application of this programme. To accomplish this task a research was carried out. The programme was introduced to three lower secondary schools in Prague, where it was applied in several English lessons and later at home to help children prepare for their English lessons. The research was based on a combination of qualitative and quantitative analyses. The research shows that Languages without Barriers is a useful programme for dyslexic pupils as well as for...
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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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