Dyslexic children's reading pattern as input for ASR: Data, analysis, and pronunciation model

To realize an automatic speech recognition (ASR) model that is able to recognize the Bahasa Melayu reading difficulties of dyslexic children, the language corpora has to be generated beforehand. For this purpose, data collection is performed in two public schools involving ten dyslexic children aged between seven to fourteen years old. A total of 114 Bahasa Melayu words,representing 23 consonant-vowel patterns in the spelling system of the language, served as the stimuli. The patterns range from simple to somewhat complex formations of consonant-vowel pairs in words listed in a level one primary school syllabus. An analysis was performed aimed at identifying the most frequent errors made by these dyslexic children when reading aloud, and describing the emerging reading pattern of dyslexic children in general. This paper hence provides an overview of the entire process from data collection to analysis to modeling the pronunciations of words which will serve as the active lexicon for the ASR model. This paper also highlights the challenges of data collection involving dyslexic children when they are reading aloud, and other factors that contribute to the complex nature of the data collected

Effect dyslexia on early learning of mathematics to the children

Many dyslexic children have problems in math, particularly the multiplication tables, fractions, decimals, percentages, ratios, and statistics. A dyslexic student usually requires extra teaching, mainly as new concepts do introduce. With this subject, it is vital to grasp each concept thoroughly before moving on. Although research has indicated that difficulties in language experienced by dyslexic people frequently go hand in hand with problems in mathematics, there has been too little emphasis on expert study for those having problems with math (Henderson, 2013). With the help of specialist teaching and the introduction of effective strategies into their learning, these people can get higher levels of mathematical understanding and functioning. This paper will examine how dyslexia can affect mathematics teaching and how cognitive weakness can affect mathematics teaching for dyslexic learners. Then explore how to assess and diagnose the mathematics difficulties for students with dyslexia. The researcher will also consider how to facilitate mathematical learning in children with dyslexia. Keywords: Dyslexia, Mathematics, Early identification DOI: 10.7176/ADS/95-05 Publication date:October 30th 202

THE ROLE OF PARENTS AND TEACHERS AS LITERACY SPONSOR FOR CHILDREN WITH DYSLEXIA DISSORDER IN TAARE ZAMEEN PAR MOVIE

The role of parents and teachers is less to be considered in developing children’s literacy skills such reading and writing. As literacy sponsors, both parents and teachers hold a critical role for the children, especially those with special needs such dyslexic ones, in acquiring literacy skills and knowledge. This study focuses on the role of parents and teachers as literacy sponsor portrayed in Taare Zameen Par movie and how the application of multimodal literacy is depicted through the story of a dyslexic boy, Ihsaan. This study uses descriptive qualitative method to analyse and describe the data. The main data of this study are dialogues and screenshots taken from the movie. Furthermore, the data will be analysed using Brandt’s literacy and sponsorship theories to support the argumentation and interpretation in the analysis process. The result shows that the role of parents and teachers has a great impact toward the literacy development of dyslexic children like Ishaan. Likewise, multimodal literacy could give a better outcome for the children with dyslexia disorder

Coping with Learning Disability in a Dyslexic Child in Terms of an Instructional Model

The children with dyslexia might have difficulty in reading and writing, with most normal children being able to read and write at the age of around 5 to 6 years. The movie Like Stars on Earth depicts the story of a boy named Ishaan, who suffers from dyslexia, and how his teacher assists him in terms of the learning process. This article aims to analyze and elaborate the types of instructional model applied by Mr. Nikumbh, Ishaan’s teacher, who gives a specific different treatment to him with a view to improving his reading and writing ability.     Keywords: dyslexia, multisensory teaching, Orton-Gillingham approac

A study of the effect of multisensory writing instruction on the written expression of the dyslexic elementary child

Dyslexic students struggle to read and write at a level commensurate with their intellectual ability. This study examines the impact of remedial instruction on reading and writing progress of six fourth grade students chosen from three different schools within one school district. These six students, all males, had been previously identified as having characteristics of dyslexia as defined by the protocol in their school district. The remedial instruction for these students was provided in a pullout setting by one itinerant teacher. The instruction was administered in two forty-minute sessions over a period of thirteen weeks. Project Read Written Expression was the program used for this instruction. Every effort was made to maintain as much consistency in the remedial instruction of these students as was possible. There were, however, variables which could not be eliminated. The students\u27 classroom teachers had varying degrees of training and experience in administering instruction based upon a multisensory structured language program. The actual physical setting provided for the instruction varied from school to school, affecting the consistency of instructional time. The willingness and desire to participate, as well as the degree to which each student was supported and encouraged by his teacher and parents, was inconsistent. Reading progress (skill in decoding and comprehension) was assessed via pre- and post-testing using the Gray Oral Reading Test-4 (GORT-4). Progress in written language skills was assessed via pre- and post-testing using the Test of Written Language-3 (TOWL-3). Writing samples were collected at each lesson. Testing revealed that some students made progress in reading comprehension. Subtests of the TOWL-3 also indicated some progress in writing skills

ASSISTANCE FOR DYSLEXIC STUDENTS AS A STRATEGY TO IMPROVE THE QUALITY OF EDUCATION AT SDN 1 SELOREJO

Reading skills, which are basically the main capital in exploring knowledge as well as skills in students, are often overlooked or even ignored. Teachers and parents who realized this too late became the forerunners of the long tail of dyslexic students' problems, which also affected their scholastic skills. By conducting this research, the researchers hope that it will be possible to increase or at least improve the quality of life for the people of Dau village, especially the younger generation, and gain insight for parents and teachers in taking action regarding dyslexic students. This research used descriptive qualitative research. This research was conducted at SDN 01 Selorejo, Dau District, Malang Regency, East Java Province. The results of the study concluded that there were two factors that influenced the personalities of the students, namely internal factors and external factors. The most influential internal factors in the student learning process are motivation, interests, and attitudes. while the external factors are the school environment, family environment, and community environment

The Use of Effective Strategies to Improve Saudi EFL Dyslexic Learners' Writing Skills

The use of techniques and strategies is instrumental in teaching different language skills to physically and mentally healthy learners; however, the importance of devising special techniques and strategies to teach dyslexic learners cannot be denied in English as Foreign Language (EFL) classrooms. Dyslexic learners have difficulties particularly in the recognition of words and putting them into writing. Based on the review of previous works and contexts, the present study aims at implementing the two strategies, i.e., multisensory and chunking, to improve Saudi EFL dyslexic learners’ writing skills. The work utilized a qualitative method to collect the data from the participants, i.e., four EFL teachers. Structured interviews were conducted with four EFL teachers from the ‘Alkhamisah Ashrah’ primary school to collect the data and apply the strategies, i.e., multisensory and chunking, to dyslexic learners and see their impacts on dyslexic learners’ writing skill. The study was conducted to develop awareness among parents and society at large about the learning difficulties and needs of dyslexic learners. In addition to this, the study aims to draw the attention of the Ministry of Education, educational institutions, researchers, and pedagogues to measure the academic needs of Saudi EFL dyslexic learners by devising different strategies. Furthermore, the study provides recommendations for the establishment of special schools, infrastructural facilities, well trained teachers, a rubric of strategies, special curriculum, and syllabus to meet the academic needs and enhance comprehension and writing abilities of Saudi EFL dyslexic learners

Being differently abled: learning lessons from dyslexic entrepreneurs.

Learning plays a crucial part in the development of entrepreneurial propensity and is inextricably linked to communication. An appreciation of the role of communication in entrepreneurial studies is increasing, albeit slowly, and in particular the pervasiveness of entrepreneurial narrative as a learning mechanism. For example, our knowledge of entrepreneurship is often grounded in cherished stories. These stor ies are built around accepted myths. One such myth of the ‘poor -boy’ struggling to overcome communicational difficulties has long had anecdotal credence in entrepreneurial narrative. Indeed, it is part and parcel of the heroic construct of the entrepreneur and is an element of the basic script