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Play therapy as a component of an aid programme for reading disabled children : a psycho-educational perspective / Spelterapie as 'n komponent van 'n hulpprogram vir leergestremde kinders : 'n sielkundige opvoedkundige perspektiefKoller, Nancy Ruth 11 1900 (has links)
Summaries in English and Afrikaans / Text in English / Children with learning disabilities often exhibit emotional problems. Conversely,
children experiencing emotional upsets cannot achieve scholastically. The exact
nature of the relationship is difficult to elucidate.
Most aid programmes deal with one aspect of the problem, placing little or no
emphasis on the child in totality. This study focuses on the learning disabled child as
a whole from a relation theory perspective. The aim is to ascertain how the child's
difficulties affect his relation structures. Once the interaction between the relation
structures had been established a programme was devised to assist the child
emotionally and scholastically.
Play therapy has proved one of the most successful methods of child psychotherapy.
This study attempts to incorporate the essential elements of play therapy into a
remedial programme. It was found that the children benefitted from both components
of the programme and that it had a positive influence on their relation structures / Kinders met leerprobleme toon dikwels ook emosionele probleme. Omgekeerd kan
kinders met emosionele versteurings dikwels nie skolasties presteer nie. Die presiese
aard van hierdie verwantskap is nie duidelik nie.
Die meerderheid hulpprogramme fokus op enkele aspekte van die probleem, ,met min
of geen klem op die kind·in-totaliteit nie. Hierdie studie is daarop gerig om die
leergestremde kind vanuit die relasieteorie waar te neem en van hulp te wees. Die
doel is om te bepaal hoe die kind se probleme sy relasies be"invloed. Nadat die
interaksie vasgestel is, is 'n hulpprogram ontwerp om emosionele sowel as skolastiese
hulp te verleen.
Spelterapie. blyk een van die mees geslaagde metodes in kinderpsigoterapie te wees.
Die studie poog om die essensiele elemente van spelterapie by 'n remedierende
hulpprogram in te sluit. Daar is bevind dat die proefpersone by hierdie program
gebaat het en dat hulle relasies positief be"invloed is. / Psychology of Education / M. Ed. (with specialisation in Guidance and Counselling)
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Läsförståelse i engelska som främmande språk : Avkodning är flaskhalsen för elever i lässvårigheter / Reading Comprehension in English as a Foreign Language : Decoding is the Bottleneck for Students in Reading DifficultiesLindqvist, Christel, Gustafsson, Maria January 2018 (has links)
Syftet med den här studien var att undersöka, beskriva och analysera variationer och samband gällande språkförståelse, avkodning och läsförståelse på svenska och engelska och utröna vilken betydelse dessa komponenter har för elever som lär sig engelska som främmande språk. Studien utgick från The Simple View of Readingsamt The Linguistic Coding Differences Hypothesis,vilka ligger till grund för beskrivning och tolkning av studiens empiri. I studien medverkade 24 elever i lässvårigheter och 30 typiska läsare. De gick i årskurs 4 i åtta skolor belägna i södra Sverige. Dessa elever genomförde sex deltest; tre på svenska och tre på engelska. Resultatet visadeatt elever i lässvårigheter presterade signifikant sämre än typiska läsare på samtliga test, utom det test som prövade språkförståelse på svenska. Studien visar att en individs avkodningsförmåga är avgörande för läsförståelsen i engelska som främmande språk. Detta gäller såväl typiska läsare som elever i lässvårigheter, vilket även tidigare forskning i andra länder visat. Studiens slutsats är att samtliga elever måste ges möjlighet att träna på och utveckla sin avkodningsförmåga på engelska för att uppnå god läsförståelse på engelska. / The purpose of this study was to investigate, describe and analyze variations and relationships regarding language comprehension, decoding and reading comprehension in Swedish and English and determine the importance of these components for students who learn English as a foreign language. The study was based on The Simple View of Readingand The Linguistic Coding Differences Hypothesis, which form the basis for the description and interpretation of the study's results. Twenty-four students in reading difficulties and thirty students with typical reading ability participated in the study. They were in the fourth grade and went to eight different schools located in the south of Sweden. These students conducted six tests; three in Swedish and three in English. The results showed that students in reading difficulties performed significantly worse than typical readers on all tests, except for the one that tested language comprehension in Swedish. The study shows that an individual's decoding ability is crucial for reading comprehension in English as a foreign language. This applies to both typical readers and students in reading difficulties, as also shown in previous research in other countries. The study's conclusion is that all students must be given the opportunity to practice and develop their decoding skills in English to achieve a good reading comprehension in English.
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Modifying core literature for the learning disabled studentDe Water, Wendy 01 January 1993 (has links)
Whole language approach
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English composition and the dyslexic/learning disabled studentAlmy, John William 01 January 1994 (has links)
No description available.
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Irlen Syndrome and the reading processAltman, Jodi Beth 01 January 2003 (has links)
The purpose of the project was to determine if a school-wide intervention for students demonstrating symptons of Irlen Syndrome would result in improvements in reading skills and a reduction in physical symptoms that might impede visual processing necessary for successful reading.
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The Effects of Explicit Phonological Awareness Instruction on the Prereading Skills of Preschool Children At Risk for Reading Failure: Comparing Single and Multiple Skill Instructional StrategiesLovelace, Temple Sharese, Ph.D., BCBA 10 September 2008 (has links)
No description available.
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Effects of Peer-Mediated Direct Instruction and Repeated Reading on the Reading Skills of Incarcerated Juveniles with DisabilitiesYawn, Christopher D. 17 October 2008 (has links)
No description available.
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The Use of Assistive Technology by Croatian Elementary School Teachers with Pupils with Reading Disabilities : a Survey StudyTolic, Kristina January 2022 (has links)
Reading affects everything we do in life. Sometimes it is difficult to determine how many people have a reading disability, and what tools can be used to overcome it. The main aim of this thesis is to gain insight into how and if audio recordings (audiobooks, talking books or mobile apps for reading) are used in elementary schools by teachers as a tool for pupils with reading disabilities. A quantitative approach was adopted for data collection in the form of a self-administered online survey created by using Sunet Survey software. The survey, with 15 questions in Croatian, was sent to 63 elementary schools in Primorje and Gorski Kotar County in Croatia. The sampling frame consisted of 541 elementary school teachers teaching first through fourth grades. 98 responded to the survey. To support the results, 2 theories were used. The cognitive authority theory to support the notion that teachers play a large role in pupils' relationship with reading, and the cognitive load theory to support the notion that assistive technology can help pupils with reading disabilities. The results elucidate that our sample consists of 96.6% female respondents who are between 45 and 54 years old, have 10 to 20 years of professional experience, and mainly teach first grade. 75% of the respondents currently have and 89.8% used to have pupils with reading disabilities in their class. Although audiobooks are not the most popular tool in Croatia, 63.6% of respondents recognize them as a tool they use. The results also show that schools and school libraries are not sufficiently equipped with tools to help pupils with reading disabilities. Most involvement depends on the individual will of teachers.
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The role of the educator in identifying learners with reading problems in the intermediate phaseMkwakwe, Daphne Phindile 06 1900 (has links)
Early reading instruction and identification of learners with reading problems prevent
reading difficulties in the Intermediate Phase. The specific aim of this study is to
explore the role of the Intermediate Phase educator to assess the learners’ reading
skills by using observation and assessment activities, in order to identify learners with
reading problems. The literature study on reading activities explored the letters of
the alphabet, phonemic awareness, spelling, word- recognition, assessment and
word-knowledge. The qualitative research was conducted empirically in the form of a
case study of one learner from the South African public primary school based in
Ikageng location, Potchefstroom. The role of the Intermediate Phase educator is to
develop and administer the reading activities, observe a learner when he or she
recites; writes and identifies the letters of the alphabet; segment words to show his or
her phonological awareness skill; spell words in the dictation test including any
written activity; and reads aloud the single written words to test his or her word
recognition ability. The themes that emerged from the empirical study are as follows:
difficulty in sequencing written letters of the alphabet, inability to segment words,
spelling problems and word recognition problems. The study indicated that the
participant’s reading problems are based on an inability to decode single words. / Psychology of Education / M. Ed. (Educational Psychology)
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Reading difficulties experienced by learners in the foundation phase in inclusive schools in MakapanstadHlalethwa, Bella Dudula 11 1900 (has links)
Literature indicates that there is a national outcry about learners who read below the required levels and that poor matriculation results are, in part, due to the low levels of learners’ reading skills. The focus of this study is reading difficulties experienced by learners in the Foundation Phase in inclusive schools in Makapanstad.
The researcher used a qualitative method for the study. The case study research design was adopted for the study. Three schools in Makapanstad were sampled for the study. Empirical investigation was conducted through literature study, observations, interviews and document analysis.
There is a worldwide concern with regard to learners’ low reading levels. The study explores the extensive models, methods and theories on reading, the strategies that could be used to teach reading in the Foundation Phase to alleviate or improve reading difficulties experienced by learners, as well as the findings and recommendations towards minimising the reading difficulties in primary schools. / Inclusive Education / M. Ed. (Inclusive Education)
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