published_or_final_version / abstract / Educational Psychology / Master / Master of Social Sciences

published_or_final_version / abstract / Educational Psychology / Master / Master of Social Sciences

Luk, Sau Ha. / Thesis (Ed.D.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 99-116). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese; text in English with Chinese characters.

D. Tech. Computer Science and Data Processing / The general research question is aimed at how to implement an integrative assistive system for dyslexic learners (IASD), which combines all their three major literacy barriers (phonological awareness, reading and writing skills) in one system. The main research question is therefore as follows: How can a framework for integrative assistive system be developed to mitigate learning barriers (DLB) using hidden Markov model machine learning techniques (HMM)?

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.

M. Tech. Language Practice

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.

Dyslexia is one of the most common learning disabilities and learners affected by it are found in both mainstream and specialist schools. The aim of this study was to explore and describe the school experiences of learners who had been diagnosed with dyslexia and attended a long-term remedial school. A phenomenological research design was followed. Six learners in grades 6 to 9, who were attending a long term remedial school, were the participants. Semi-structured individual face-to-face interviews were held to collect data, posing questions that focused on the learners’ experiences with their educators, peers, written and verbal school work, as well as homework. From the data collected themes were formed. The findings showed that participants believed most of their teachers were aware of and knowledgeable about suitable methods to use when teaching dyslexic learners. The results also indicated that the school understood the challenges faced by the dyslexic learners and it was doing well in attempting to provide them with an educational environment suitable for their academic and personal needs. / Psychology of Education / M. Ed. (Psychology of Education)

published_or_final_version / Education / Master / Master of Education

Dyslexia is one of the most common learning disabilities and learners affected by it are found in both mainstream and specialist schools. The aim of this study was to explore and describe the school experiences of learners who had been diagnosed with dyslexia and attended a long-term remedial school. A phenomenological research design was followed. Six learners in grades 6 to 9, who were attending a long term remedial school, were the participants. Semi-structured individual face-to-face interviews were held to collect data, posing questions that focused on the learners’ experiences with their educators, peers, written and verbal school work, as well as homework. From the data collected themes were formed. The findings showed that participants believed most of their teachers were aware of and knowledgeable about suitable methods to use when teaching dyslexic learners. The results also indicated that the school understood the challenges faced by the dyslexic learners and it was doing well in attempting to provide them with an educational environment suitable for their academic and personal needs. / Psychology of Education / M. Ed. (Psychology of Education)