Effective reading interventions for students with specific learning disabilities (SLD) are needed. A multiprobe multiple baseline across participants design was used to evaluate the effects of a video self-modeling intervention (VSM) on reading fluency skills. The VSM interventions effects on self-efficacy were also measured. Four male middle school students with SLD watched a pre-recorded video of themselves reading a passage fluently and were then asked to read another passage. Words correct per minute (WCPM) and accuracy data were taken. Results showed that students read significantly more words correct when they watched themselves read the same passage they were about to read. This study shows that having students watch videos of themselves read, especially if they watch the same passage they will read afterwards, is easy to implement, cost-effective, and worth further investigation.

Secondary students with specific learning disabilities often have challenges with academic engagement and performance within the general education setting. Opportunity to respond strategies, such as student response systems, have shown promise in supporting academic engagement for students without disabilities. However, there are few studies examining the relationship between student response systems and academic engagement for older students with specific learning disabilities. The purpose of this study was to pilot the use of Google classroom as a student response system on academic participation and disruptive behavior for high school students with specific learning disability. While the study began as a multiple baseline across participants single-subject research design, the design was changed due to school closures as a result of COVID-19. A high-school student with specific learning disability participated in a study using an AB non-experimental design. The student response system resulted in an abrupt change in academic participation for the participant. The student and teacher perceived the intervention to be effective and appropriate for increasing participation and decreasing disruptive behavior. This study contributes to a limited body of research on student response systems for secondary students with specific learning disabilities.

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This work dedicates to education of foreign languages of children afflicted with specific learning disability, with dyslexia. Theoretic part is occupied by specific learning disability, above all by its reasons, tokens, diagnostic and reeducation. The second part can be used as a help in education of Spanish of children afflicted with specific learning disability, with dyslexia. It is audio textbook of Spanish which contains also CD that serves as a audio help for reading texts and for learning and explaining of new grammar.

Thesis (Ed. S.)--Miami University, Dept. of Educational Psychology, 2008. / Title from first page of PDF document. Includes bibliographical references (p. 35-39).

This diploma thesis deals with the topic of specific learning disability. In the theoretical part I define the term specific learning disability and I mention the related terms. I deal with the history, types and causes of specific learning disability, further I describe the possibilities of diagnostics and re-education concerning specific learning disability. I also attend to the situation of a pupil in the family and school background. The main attention is especially paid to teaching foreign languages to pupils with specific learning disability. The practical part is based on a questionnaire which was filled in by teachers of basic and high schools. The goal is to find out what kind of experience the teachers have with pupils with specific learning disability and what their approach to them is. The questionnaire survey is worked up and analysed in the practical part.

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No description available.

Indiana University-Purdue University Indianapolis (IUPUI) / In recent years, there has been an increase in special education complaints filed against school corporations for noncompliance with the terms of the Individualized Education Plan (IEP) established in a Case Conference Committee meeting. Case Conference Committees include parents/guardians, Specific Learning Disabilities (SLD) students, and educators. Parents/guardians are equal partners to the school corporation when developing the IEP. Disagreements within Case Conference Committee (CCC) meetings can lead to strained relationships. During Case Conference Committee Meetings, parents/guardians may disagree with educators related to managing the student’s IEP (Indiana Department of Education, 2021). Consequently, a parent/guardian of a SLD student may file a complaint or due process hearing resulting from poor communication between parties during or after a Case Conference Meeting (McQuerrey, 2019). The Critical Organizational Communication Theory was applied in exploring if parents/guardians experienced the Indiana IEP Resource Center’s common issues in CCC meetings including: the lack of (1) Communication, (2) Preparation, (3) Clarity, (4) Respect, and (5) Transparency. A narrative approach was used to tell the stories of parents/guardians and SLD students’ experience in CCC meetings.

The thesis discusses the psychological test called Rey-Osterrieth complex figure (ROCF) and focuses on the possibilities of its use in ten-year-old children. The objective of this study was to describe how ten-year-old children process TKF in all its parts (copy, recall, delayed recall) in quantitative and qualitative terms. The thesis is divided into a theoretical part and an empirical part. Theoretical part consists of the psychological characteristics of the developmental period of ten-year-old child giving emphasis to cognitive development, then the test TKF and its utilization in children. Utilization of ROCF in children with specific learning disabilities is also an important component of the theoretical part. In the empirical part itself is presented, which is based on the research process TKF with ten children. Due to the nature of the data obtained were selected quantitative processing. They were designed to approximate the standard for this age group, extended test administration in children and the results were compared with a group of children with specific learning disabilities and psychological test called the Trail Making Test.