Global ETD Search

51	Komunikační dovednosti žáků se specifickými poruchami učení / Communication skills of pupils with specific learning disabilities Dědová, Aneta January 2020 (has links) This work deals with the topic of communication skills of pupils with specific learning disabilities. It is divided into theoretical and practical part and consists of four chapters. In the first chapter, the author deals with specific learning disabilities, attention is paid mainly to four types of specific learning disabilities, namely dyslexia, dysgraphia, dysortography and dyspraxia. The second chapter belongs to the language levels. The third chapter is devoted to the issues of language acquisition by a child. The fourth chapter describes the research itself, which was carried out for this thesis. The research is of a qualitative nature and its main goal is to analyze the communication skills of pupils with specific learning disabilities with a focus on language levels. The research sample consisted of six primary school pupils with specific learning disabilities such as dyslexia, dysgraphia and dysortography. The children are in the third and fourth years. The research was carried out in the Vysočina region. Various research methods were used to obtain data, including the use of questionnaires, questions related to the certain text, the test of the ability to create antonyms, words of superiors and subordinate, the test of auditory discrimination between Wepman, Matějček, an unstructured...
52	Porovnání standardizovaného testování a dynamické diagnostiky u žáků se specifickými poruchami učení při testování Rey-Osterriethovou komplexní figurou / The comparison of standardized testing and dynamic diagnostics of pupils with specific learning disabilities while using the Rey-Osterrieth complex figure Baborová, Aneta January 2022 (has links) The thesis deals with the comparison of standardized testing, and dynamic diagnostics of pupils with specific learning disabilities while using the Rey-Osterrieth complex figure. The thesis aimed to find out the advantages and disadvantages of dynamic diagnostics of pupils with specific learning disabilities while using the above-mentioned diagnostic tool. The implementation of research is based on the theoretical part, which consists of two large areas. These areas are standardized testing/dynamic diagnostics and specific learning/behavioral disabilities. The aspects that most correlate with the empirical part are highlighted. From the first area it is specifically the critique of standardized testing, dynamic diagnostics, the theoretical framework of dynamic diagnostics, the dynamic approach in consulting practice, and the critique of dynamic diagnostics. The second area concerns the types of specific learning disabilities, their social context, and specific behavioral disabilities. Research data were obtained using the Rey-Osterrieth complex figure and the WISC-III intelligence scale. The WISC-III intelligence scale was essential for determination of the research set, for the interpretation of the data based on cognitive profile, and for the negative interference in the testing using the...
53	The effects of an extended prompt versus a typical prompt on the length and quality of first draft essays written by secondary students with mild disabilities Hessler, Theresa L. 24 August 2005 (has links) No description available. writing written expression learning disabilities specific learning disabilities mild disabilities prompts quantity of writing quality of writing number of words correct word sequences holistic scores
54	Metacognitive strategies for learning disabled adolescents in specialised education Masureik-Berger, Arlene Roslyn 1 January 1994 (has links) Learning disabilities are a life-long problem for many individuals. Besides the adjustments all adolescents experience in life, learning disabled adolescents must contend with academic problems at school which have a drastic effect on their selfesteem. This becomes particularly evident when these pupils face the demands of the secondary school syllabus where they have to be able to concentrate, read for information, memorise facts, answer questions and solve problems, and write assignments. By the time learning disabled adolescents reach secondary school they have already experienced so much failure that they become passive towards their studies. Teaching these pupils metacognitive learning strategies covering these skills helps them to become more independent learners. Through executive training procedures they are assisted to become more involved in their studies, the promotion of better self-regulation and self-monitoring is fostered, and as their scores improve, so does their motivation and selfconcept / Educational Studies / M.Ed. (Orthopedagogics) Adolescence Answering and solving problems Cognition Concentration Immature learners Impulsivity Intervention programme Learned helplessness Memorisation Metacognition Parent involvement Reading for information Self-regulation Specialised education Specific learning disabilities Strategy instruction Writing assignments 371.9043 Special education -- Curricula
55	Pozice žáka se specifickými poruchami učení ve třídě běžné základní školy / In-class position of the pupils with specific learning disability on second tier of elementary school Jiřinová, Aneta January 2014 (has links) Title: In-class position of the pupils with specific learning disability on second tier of elementary school Author: Bc. Aneta Jiřinová Supervisor: Mgr. Lenka Felcmanová ABSTRACT: The thesis consider in-class position of the pupils with specific learning disability on second tier of elementary school. Theoretical part deals with characteristic of specific learning disabilities, its reasons, behaves and diagnostics. It also pursues occurrence and predictions of learning disability as well as issues of special - pedagogical support to the pupils having psychosocial aspects of special learning disability. The research part of the thesis focus on connections discovering of success rate, school self-conception, personal characteristics and in-class position of the pupils with specific learning disabilities. The thesis's aim is to discover pupil's in-class positions on second tier of elementary school and how is the position related with pupil's self-conception in terms of school and its psychical demonstrations. In thesis has been used of survey and interview method. The text is added by the tables. KEYWORDS Specific learning disabilities (SPU), in-class position of the pupils with SPU), self- conception, school self-conception, psychosocial aspects of SPU.
56	Reflektování potřeb žáků se specifickými poruchami učení ve výuce anglického jazyka jako jazyka cizího / Reflecting the Needs of the Students with Specific Learning Disabilities in TEFL Stehlíková, Hana January 2015 (has links) The specific learning disabilities with the primary focus on dyslexia as one of the special educational need are characterised in the thesis. The theoretical part provides thorough clarification of the individual disabilities as well as the enumeration and explanation of the re- educational approaches towards the specific learning difficulties aimed at the process of teaching English as a foreign language. The qualitative research conducted on the second stage of the basic school constitutes the empirical part of the thesis. The major aim of tracing the needs of the learners with dyslexia was achieved by combining the results of the analysis of the textbooks and the self-created worksheets, observations from the lessons and the interviews with the participants. The main research question, discussing the degree of appropriateness and suitability of the created material in opposition to the regularly used textbooks, was answered in favour of the designed worksheets. Moreover, the thesis provides well-structured and comprehensive summary of the recommendations to enhance the learning process of the learners with dyslexia. Key words Dyslexia, foreign language teaching, lower secondary level, re-education, special educational needs, specific learning disabilities
57	Vývoj morfologie u dětí s rodinným rizikem vzniku dyslexie - příspěvek ke studiu předpokladů pro rozvoj čtenářské gramotnosti u dětí s rizikem dyslexie / Morphology development in children at family risk for dyslexia - contribution to study prerequisites for the development of literacy skills in children at risk for dyslexia Kučerová, Tereza January 2012 (has links) A b s t r a c t This thesis is a part of the project concerning risk factors of manifestation of specific learning disabilities in children at risk of dyslexia. Specifically, it deals with the development of morphology in children with family history of specific learning disabilities. Children in preschool and early school age have been repeatedly within three years tested with a diagnostic tool called Test of morphological awareness based on the Test of language (Žlab, 1992). The aim of the study was to map the development of several sub-areas of morphological skills (gender forms, plural nouns, past tense and 3rd person singular verb, adjectives derivation and grammatical agreement). Several issues were concerned. First, whether the development of children in this age group is still ongoing and so if the performance is improving. Second, whether there are differences in the development of children from an intact group (with normal speech development) and a risk group (children from families where at least one parent has suffered from specific learning disabilities). Third, whether is the development influenced by intelligence or sex. Performance of children was also assessed qualitatively with respect to specific language features included in the monitored areas of morphology. The conclusions of each...
58	"Pozitivní aspekty" dyslexie / "The Positive Aspects" of Dyslexia Brancuská, Hana January 2012 (has links) This thesis deals with the so called "positive aspects" of dyslexia, specifically enhanced creativity in dyslexics. It has recently become common to associate dyslexia not only with its symptoms and deficits, but also to emphasize its possible gains. Anecdotal evidence refers to enhanced creativity and more specific abilities of individuals with dyslexia. Based on the results of foreign studies that suggest a relationship between dyslexia and increased creativity, this research study was carried out in the environment of Czech secondary schools. The research group consisted of 67 adolescents with dyslexia and 67 intact counterparts at the age range from 17 to 20 years (including 108 boys and 26 girls). The data were obtained via figural Torrance Test of Creative Thinking. We then compared levels obtained within experimental and comparison groups in three specific fields - originality, elaboration and provision of non-standard and unusual responses. This was to lead to confirmation (or refusal) of a presumption that dyslexics show significantly higher scores in all three areas. Although the overall results of the research did not demonstrate a significant difference between the groups, we observed a trend indicating a higher score in dyslexics in all the defined areas. Results of our research study...
59	Sebepojetí žáka mladšího školního věku se specifickými poruchami učení / Self-concept of a child with specific learning disorders at first grade of primary school Šrůmová, Zuzana January 2012 (has links) Thesis focuses on self conception of primary school children impaired by specific learning disabilities. Based on case histories of nine children it states factors influencing the building of a self concept, and also follows a development of monitored children. The theoretic section defines a conceptual framework based on characteristics of a preadlolescent child with specific regard to her/his sensoric, cognitive and emotional development, with regard to development of child's self concept and to specific learnind disabilities in general. It describes the stage of children's development and learning disorders they are afflicted by. The practical section of the thesis describes case histories of nine pupils (and their development), which the author of the thesis followed for two years. The group consists of 9 pupils (2 girls and 7 boys). The thesis gives a thorough view on self conception of monitored children, their positionin the school group and areas of succes, it shows the individuality of each child's personality and his/her life story.
60	Vývoj morfologie u dětí s SLI - příspěvek ke studiu předpokladů pro rozvoj čtenářské gramotnosti u dětí s rizikem dyslexie / Morphology development in children with specific language impairment - contribution to study prerequisites for the development of literacy skills in children at risk for dyslexia Kučerová, Tereza January 2013 (has links) A b s t r a c t This thesis is based on two projects which follow one another and which deal with study of development of language and literacy skills in children at risk of dyslexia. The thesis describes the development of morphological awareness in children with specific language impairment. The level of morphological awareness was repeatedly tested during three years at children in preschool and early school age with the Test of morphological awareness. This method was prepared on the basis of Žlab's Test of language awareness (1992) and maps development of several subareas of morphological skills - gender forms, plural nouns, past tense and third person singular verb, adjective derivation and gramatical agreement. Several issues were concerned. First, whether the development of children in this age group is still ongoing and whether the Test of morphological awareness can measure this ongoing. Second, whether there are differences in the performance of children from normal speech development group (control group) and specific language impairment children group, where according to the disorder the morphological deficits can be expected. Qualitative analysis of observed subareas of morphology was also performed. The conclusions of analysis are discussed in the context of theoretical approaches, current...

Search results