14,256 research outputs found
A multimodal program of identification and remediation for intermediate students with learning disabilities in the area of written expression
The study was not concerned with those students who have seevere problems of phasia, agnosia, apraxia, or alexis. It was not concerned with the “non-reader” or the child diagnosed as dyslexic.
The focus of the study was on those students who exhibited the following behaviors: (1) those who can read although no necessarily at “grade level” or at a level considered to be “normal”; (2) those who cannot copy correctly; (3) those who do not finish their written work; (4) those who make correct verbal responses but incorrect written responses; (5) those who have established a delaying routine of sharpening pencils, losing materials, or making trip to the wastebasket; (6) those who work while the teacher is beside them and stop working when the teacher goes away form them
Music as an educative enrichment medium for the remediation of children with reading problems
Bibliography: leaves 168-172.The primary focus of this dissertation was work with a group of children who were experiencing problems in reading and to formulate strategies which incorporates an innovative approach using music. Many learning problems encountered today could be avoided if children's earliest backgrounds were rich in songs, poems set to music, nursery rhymes and musical games. It is necessary for a child to experience rhythm in every possible way to enable him to read with a flowing rhythm and a pleasant intonation. A child must be able to feel and experience the rhythm of the spoken word by repeating rhymes, phrases, chanting children's names, for example. This is done by tapping the word, using body movements (clapping, stamping) and transferring this rhythm to percussion instruments while experiencing the speech rhythm. Many approaches have been used with children who are disabled readers and none use music as a tool. The progress of these children has therefore been slow, tedious and not always successful. Music has not been used before as an approach to assist children with reading disabilities. In this dissertation it has been proved that music helps children overcome their reading problems, as it is the only approach which offers total involvement of the child and therefore the best results are achieved. All children involved in the research enjoyed the activities and derived great pleasure from performing them unaware that the process of remediation was taking place
A Multimodal Remedial Program For Teaching Skills Of Written Expression To Intermediate Grade Students.
The major purpose of the study was to investigate whether intermediate grade students who do unsatisfactory written assignments can learn to be more successful in written work as a result of a program which teaches the skills of written expression. A secondary purpose of the study was to determine whether teachers with varied backgrounds could successfully use the pre recorded program with a minimum of in-service training
A survey and evaluation of the English program in a private school.
Thesis (Ed.M.)--Boston Universit
A Study of Three Nine-Year Old Boys, Retarded in Reading, Who Were Taught Reading, Writing, and Spelling by a Remedial Teacher
The purpose of this study was to determine the methods and materials best suited to the improvement of the reading, writing, and spelling skills of three boys, and to discover and alter, if possible, the factors contributing to the reading deficiency and lowered school achievement
Development and validation of a bilingual language battery for language-based learning disabilities.
Doctoral Degree. University of KwaZulu-Natal, Durban.There are social, linguistic, cultural, and political dimensions that impact on health and education in South Africa. The evolving nature of these dimensions demand the use of language assessment tools that are developed and validated for the South African population. Speech-language assessment informs parents and educators of the nature of speech and language difficulties the learner may have and guides the intervention. IsiZulu is the most widely spoken African language in South Africa. Therefore, development of a tool to assess expressive, receptive, and written language skills of learners with language-based learning disorders in isiZulu, is imperative.
The aim of this study was to develop and validate a tool for language assessment of isiZulu-English speaking learners in grades 1, 2, and 3 who may have language-based learning disabilities. An assessment tool was designed to assess core language skills and identify early indicators of language-based learning disabilities that may result in academic difficulties. The tool development process aimed to construct an innovative test that is linguistically and culturally sensitive to bilingual or isiZulu-English speakers while the content is rich for identifying indicators of language-based learning disability. Elements in expressive and receptive language, phonological awareness, listening, reading, and mathematically-based language concepts were considered.
The conceptual tool development phase involved a systematic literature review, pretesting with two existing tools and consultation of a five member Delphi review panel for advice and reviews. Field trials contributed to the development of test items and procedures and tested the tool’s application in mainstream and remedial schools as well as rural and urban communities of learners in KwaZulu-Natal. A combination of qualitative and quantitative methods were used to collect and analyse data. The results indicated that the new tool was linguistically and culturally appropriate. The majority of the subtests provided good reliability and valid results. The study makes a worthy contribution to the body of knowledge in the field of speech-language therapy and basic education. The results and guidelines from this study set out the basic elements required for development of language assessment tools in other African languages. The development of the assessment tool will yield standardization of a bilingual language assessment tool in South Africa
Survey of methods and materials for teaching remedial reading to the hard-of-hearing
The purpose of this paper was to survey the recent literature, methods, and materials in reading instruction for the deaf and the hard-of-hearing, and to suggest their applicability to remedial instruction for the hard-of-hearing. The specific objectives were: 1. Since the hard-of-hearing are often linguistically as well as acoustically deficient, what intelligence, general achievement, and reading tests are recommended as appropriate measures of their capabilities? 2. What methods are recommended and useful in teaching reading to the deaf and hard-of-hearing? 3- How are the above methods applicable to remedial reading instruction for the hard-of-hearing? 4. What materials are recommended and useful in teaching reading to the deaf and hard-of-hearing? 5. How are the above materials applicable to remedial instruction for the hard-of-hearing
Recommended from our members
Clarification of issues in special education: Relating to the learning handicapped junior high school student
- …