This study aims to investigate how special needs teachers work with dyslexic pupils who are not reaching the goals of the subject of English. In addition, the focus is to examine dyslexic pupils’ experienced areas of difficulties and also how to structure the language teachings in order to facilitate for the pupils with dyslexia. The method of collecting data for this essay is based on a qualitative research approach through semi-structured interviews with special needs teachers. The results conclude that the informants do not support the pupils directly since their assignment is instead to coach the teachers, which mean that their main responsibility is to work primarily with school organization. Also, through this essay it became evident that dyslexia exists in every language and the specific learning disability is not equal with a failed grade in English.

The purpose of this study is to investigate if the class teachers believe that their education has given them enough knowledge about dyslexia in order to succeed a successful education for these pupils. It will present what four class teachers and two special education teachers has answered what they know about dyslexia. The study aims to find out if class teachers believe that they have enough knowledge to determine whether a pupil has dyslexia. If they have knowledge of appropriate methods and if they know how to prevent that pupils fall behind in their literacy and also what factors they believes makes it problematic to implement a literacy for these pupils. I propose the following questions: Do the class teachers consider that their education has given them sufficient knowledge of dyslexia and its characteristics? What methods does the class teachers and special education teachers considers as useful for pupils with dyslexia? What does the class teachers consider can prevent that pupils with dyslexia fall behind in their reading and writing skills? What factors consider class teachers and special education teachers is problematic to to succeed a reading and writing education for pupils with dyslexia? This study is based on a qualitative method and my theoretical approach is based on Høien and Lundberg established view of what dyslexia is. The results show that teacher’s university studies do not provide sufficient knowledge about dyslexia and appropriate methods. This problem is also described in the research I have used. Attributed to this it is obvious that class teachers have enough knowledge what dyslexia is and they could tell which methods that are good to use. They could also declare how to prevent that pupil’s with dyslexia fall behind in their reading and writing education. This means that a teacher in grade F -3 has sufficient knowledge to be able to implement a teaching adapted for pupils with dyslexia.

Due to the nature of the symptoms experienced by dyslexic individuals (e.g. defective visual processing, short term memory deficit and motor control problems) an investigation into support strategies to aid persons suffering from the condition seems strongly justifiable. As such, an extensive review of existing support techniques for dyslexic computer users are explored leading to the formulation of four central research models; dyslexia symptoms, symptom alleviating interface strategies, adjustable interface components and a dynamically adaptable interface preference elicitation mechanism. These models provide the foundation for the design of the Dyslexic User’s Interface Support Tool (DUIST) framework. Using a user centred design approach, the support framework is developed, tested and subsequently evaluated with positive results. Performance gains for dyslexic subjects in reading speed and reading accuracy exemplify the apparent benefits of framework utilisation (e.g. dyslexic mean reading speed increased by 4.98 wpm vs. control gains of 0.18 wpm; dyslexic mean reading errors reduced by 0.64 per 100 words vs. control reductions of 0.06 fewer errors per 100 words). Subsequent research into the long-term impact of framework utilisation; the perceived benefits of applying research formulated models to interfaces designed for dyslexics; and alternative strategies to portability all now seem justified. That said, the findings presented thus far warrants investigation by any reader actively interested in dyslexia; strategies for dyslexia symptom relief support environments for dyslexic computer users; applications of adaptive interfaces; and all potential system designers who may be considering developing any type of graphical interface for a dyslexic user group

The study analyzed the impact of a social skills intervention pogram with adolescent students with learning disabilities attending a school for dyslexia in central Texas. Participants of the study were 8 students aged 11 through 13. Participants were equally assigned to the intervention and control groups based on their schedules. A six-session social skills intervention program was provided to students in the intervention condition during their enrichment hours, while the control students continued to attend their regular classroom activities during this period. Non-parametric test statistics (Wilcoxon signed-rank Test and Mann Whitney U) were utilized to assess within group differences from pre- to post-test and between group differences, respectively. The results of the study suggested that even though no statistically significant differences between control and intervention groups were observed at the pre-test, scores on the Social Problem Solving Inventory-Adolescent, at post-test indicated that the intervention group significantly outperformed the control group. Neither the control nor the intervention group demonstrated any significant improvement from pre- to post-test. / text

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

An approach based on the estimation of the coherence using wavelet analysis is applied to EEG and ERP signals for the detection of pathological patterns related with dyslexia. Coherence can be defined as the correlation of two signals in the frequency domain. The continuous wavelet transform was used for the computation of spectral characteristics since it provides highly overlapping windows which improve the reliability of the coherence estimate. This is achieved by increasing the number of segments over which the spectrum is averaged and thereby half of the amount of data is needed. Statistical analysis of the results revealed significant differences between controls and dyslexics in EEG(F3 gamma band), ERP-P50H(F3 gamma band) and attentive ERP-N100L(F3, C3 and Cz alpha band). It has also been shown that there are significant differences related with handiness and age. It is believed that signal recording from these electrodes may reflect brain areas concerning auditory and memory processing. / -

While significant research has been done on dyslexia with native English speakers, little is known about identifying dyslexia in English Language Learners (ELLs). Previous research, primarily involving monolingual native English speakers, has highlighted specific cognitive correlates of reading that help screen students with dyslexia at an early age. These cognitive correlates, which include Phonological Awareness (PA), Rapid Automatized Naming (RAN), and Processing Speed (PS), have consistently been linked to basic reading skills in English and other languages. The present study had many objectives that could provide guidance for practitioners working with ELLs. First it explored the value of PA, RAN, and PS as predictors of basic reading skills in Spanish speaking ELLs. Second, it investigated a model that combined tasks of PA, RAN and PS that had the highest correlations to aspects of reading. Third, it explored the role of Vocabulary (V) in both English and Spanish in the development of reading skills in ELLs. Fourth, it aimed at establishing the use of the Simple View of Reading (SVR; Gough & Tunmer, 1986), which postulates that reading is the product of decoding and listening comprehension skills, for the assessment of reading in ELLs. Finally, it incorporated findings from this study for an adaptation of the SVR for use with ELLs. Findings suggest that RAN, PA, and PS, as measured in this study, are highly correlated to basic reading skills in Spanish speaking ELLs, and that these can be used for the assessment of reading and dyslexia in this population. This study also demonstrated that a model that included RAN numbers and phoneme deletion in English can accurately predict reading performance. Findings also indicate that V in English is highly correlated to basic reading skills in English, and that the model of the SVR can be replicated with the population sampled in this study. Finally, case study analyses illustrate how a model similar to the SVR, which incorporates RAN and PS, as well as V, can be used for the assessment of reading and dyslexia in ELLs.

This study examined the relationships between and among: (a) Processing Speed (PS) Cluster and Rapid Automatized Naming (RAN) Total to reading ability; (b) measures of RAN and PS to irregular word, non-word, and word reading; and (c) the relationships among irregular word, non-word, and word reading. The word reading measures were predicted by using multiple cognitive abilities including Phonological Awareness (PA), RAN, PS, and Working Memory (WM). Sixty participants, 39 students who were average readers and 21 students with reading difficulties in Grades 1, 2, 3, and 4 were recruited.Correlational designs testing predictive relationships were used to conduct this study. The results indicated that the PS Cluster had the strongest correlation with irregular word reading, whereas the RAN Total had the strongest correlation with both word reading and non-word reading ability. Reading performance was best predicted by RAN-Letters. In addition, the Woodcock-Johnson III Visual Matching test had the strongest predictive power of reading ability among all of the PS measures.High correlations were found among the reading variables within normally distributed data, whereas there was no significant correlation between irregular and nonword reading within the group of students with Reading Difficulties. These findings provide support for the dual-route theory. Among the 21 students with RD, 10 students presented problems in both non-word reading and irregular word reading; 9 students presented problems just in non-word reading; and 2 students presented problems just in irregular word reading. A model consisting of RAN, PA, and PS, as included in the study measures, provided the most powerful prediction of all reading skills. These findings also lend more support to the double-deficit model and indicate that PA and naming speed problems contribute independently to variance in reading.This study provides direction for the assessment of specific reading disability and the cognitive underpinnings of this disorder. These findings support the need to assess PA, RAN, and PS, as well as various types of word reading skills, when making a reading disability diagnosis. Further research may cross validate the results of this study, or add other aspects of reading (eg., reading fluency or comprehension) to this line of research.

Clients with specific deficits in communication, memory, processing of information, or attention, may have difficulties with the counselling process. This study was been designed to explore the experiences of individuals with these specific deficits in counselling, and thereby increase awareness of the existence and effect of possible barriers or supports in the counselling process. The methodology used was Interpretive Description, developed by Sally Thorne (Sally Thorne, Kirkham, & O'Flynn-Magee, 2004). Ten individuals with particular learning disabilities (one or more of the above deficits) who have experienced counselling were interviewed. Up to four interviews were conducted with each participant; one screening interview, an initial interview, an optional interview including a significant other, and a member check at the end of the study. The researcher recorded a field and research journal during data collection. For the initial and optional interviews the researcher gathered transcripts, and then immersed himself in the data, in order to find themes about the participants’ experiences of counselling. The participants confirmed themes for accuracy and completeness. Finally, four participants contributed a short paragraph at the end of the thesis, nine participants contributed drawings that represented their counselling experience, and five participants created poses representing their relationship with their therapist. These alternate forms of data were used as further evidence in the study. The data gathered demonstrated that participants believed that they needed a more flexible approach to therapy which depended on having a safe relationship with a therapist that was sensitive to their needs. Although certain kinds of counselling processes were preferred by certain participants, the participants’ particular cognitive deficits were not the determining factors of what kinds of help the participants wanted in therapy. Rather, the participants were more interested in the creation of a counselling process based on a collaborative approach between them and their therapist, dependant on the participant’s knowledge about his or her needs and the therapist’s experience in counselling and with learning disabilities.

No description available.