553 research outputs found

    Understanding The Lived Experiences of Elementary Teachers Who Teach Students With Dyslexia How to Read: A Transcendental Phenomenology

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    This transcendental phenomenology sought to understand the lived experiences of elementary teachers who teach students with dyslexia how to read. The central question guiding this study was: “What are the lived experiences of elementary teachers who teach students with dyslexia how to read?” Three sub-questions looked more deeply into the phenomenon. The first sub-question asked: “What internal influences shape elementary teachers’ experiences when teaching students with dyslexia how to read?” The second sub-question asked: “What external influences shape elementary teachers’ experiences when teaching students with dyslexia how to read?” Finally, the third sub-question asked: “How do internal and external influences shape elementary teachers’ experiences when teaching students with dyslexia how to read?” Bandura’s social cognitive theory (SCT) guided this study, as its model of triadic reciprocal causation provided a framework for understanding the internal and external influences that shaped elementary teachers’ experiences when teaching reading to students with dyslexia. A total of 14 teachers were purposefully selected either from public and private elementary teacher Facebook groups across the United States or snowball sampling. Participants were K-4 classroom teachers, special education teachers, and reading specialists. Data were collected from individual interviews, document analysis, and participant journaling. Moustakas’ (1994) data analysis procedures were used to reveal the essence of participants’ lived experiences of the phenomenon. Thus, the science of reading, barriers to teaching students with dyslexia, and the pandemic and dyslexia strongly shaped elementary teachers’ instruction when teaching students with dyslexia how to read

    Introduction to Psychology

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    Introduction to Psychology is a modified version of Psychology 2e - OpenStax

    Multivariate Treatment of Dyslexia, Dysgraphia and Dyscalculia

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    This chapter focuses on the implementation of a response to intervention model for assessment and treatment of dyslexia, dysgraphia and dyscalculia, which is illustrated through a longitudinal case study. The model links learning and adjustment difficulties to multivariate treatment, and through this to firm diagnosis and classification. In applying the model, initial diagnosis of learning disabilities is treated as provisional, based on functional indicators as well as test data. Treatment is then multidimensional, using graded materials that are applied in clinical teaching. The case study shows how firm classification becomes possible through longitudinal assessment and progress evaluation, analysis of response to multivariate intervention as well as response to specific treatment programmes. Diagnosis can then be linked both to concessions and ongoing treatment of areas of functional difficulty in learning and adjustment to school

    Developing Socially-Just Teachers Through A Proposed Alternative Curriculum For Initial Teacher Education

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    Problems of teacher burnout, low job satisfaction and high rates of teacher attrition are not specific to England but are also global concerns and symptomatic of a profession in crisis. In England, teacher education is a highly regulated sector and, in recent years, has become increasingly complex, fragmented and marketised. Increased government control over what pre-service teachers learn during their initial training phase has resulted in a centralised teacher training curriculum which is both reductionist and situates teachers as technicians. Universities have always played a distinctive role in teacher education, but the marketisation of the sector in recent years has led to a de-professionalisation and re-professionalisation of university teacher educators. The disappearance of universities from teacher training policy discourse and the tightening of government control over what is taught to pre-service teachers reflects a lack of trust in the university teacher education sector. Given this aggressive policy context, it is not surprising that some higher education institutions in England have withdrawn their teacher education courses. Courses which were once the ‘bread and butter’ of many institutions are now viewed as a reputational risk. Inspection regimes seek to enforce the government prescribed curriculum and there are heavy penalties that are imposed on institutions where the prescribed curriculum is not being delivered in its entirety or where it is not being taught in sufficient depth. The government curriculum is reductionist and produces teachers as technicians who believe in and can implement the prescribed approaches. This thesis presents 13 published papers. Implications to support the development of an alternative teacher education curriculum are drawn from the findings. The findings of the papers demonstrate that matters of inclusion and social justice need to be given greater emphasis in teacher education to enable pre-service teachers to respond to the professional challenges that they will face in classrooms. Key broad themes drawn from the papers include teacher identity, social justice and inclusion as critical components of a teacher education curriculum. These themes are used to develop a proposed curriculum framework for initial teacher education, which aims to situate teachers as critical thinkers who can challenge government policy, advance equality and prioritise both their own mental health and the mental health of their students. In addition, a framework for a mentor curriculum is also proposed to support the implementation of the teacher education curriculum in schools

    Domain-general but not speech-specific auditory duration perception predicts pseudoword reading in adults

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    Associations between reading performance and duration perception have been found both for domain-general and speech-specific duration perception. However, research seems limited to children and, critically, the predictive value of the two duration perception modalities has not been compared so far. In the present study we compared the weight of domain-general (comparison of time intervals defined by beeps) vs. speech-specific duration perception (pre-attentive EEG responses to consonants with different durations) as statistical predictors of reading in a sample of 46 neurotypical adults (18–43 years old) with 13 years of schooling on average. Reading included word and pseudoword decoding, as well as reading comprehension. We ran one regression model with domain-general and speech-specific duration perception as predictors for each of the three reading skills. Pseudoword decoding was the only reading skill that was significantly predicted by duration perception, and this happened for domain-general duration perception only. A complementary analysis adding 26 typically developing and 24 dyslexic adults to the main sample (n = 96 in total) showed the same pattern of results in dyslexics, but not in added controls. Our findings strengthen the idea that duration perception is important to phonological encoding and its use in grapheme-to-phoneme conversion, given that only pseudoword decoding was predicted by the interval comparison task. The irrelevance of speech-specific duration perception tones down the possibility that accurately perceiving the length of speech sounds is crucial to skilled reading

    How do technologies meet the needs of the writer with dyslexia? An examination of functions scaffolding the transcription and proofreading in text production aimed towards researchers and practitioners in education

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    Technological reading and writing tools can help students with dyslexia improve their writing, but students do not use reading and writing functions as much as expected. However, research addressing relevant technological functions is scarce. This study explored the needs of writers with dyslexia and how technological writing tools developed for three Nordic languages meet these needs. Snowball sampling was used to identify different technological features, spellchecker, word prediction, auto-correction, text-to-speech and speech-to-text functions available in nine widely used programmes were investigated. The results indicated that students with moderate spelling difficulties can now achieve accurate spellings using the most sophisticated spelling aids; however, most of these features require time and attention, and this can disturb writing fluency and hamper text production. The implication of this study is that the underlying conflict between spelling accuracy and writing fluency must be actively managed, which necessitates competence in the use of technological tools for both students and teachers in school. Also, further development of tools for scaffolding transcription must consider the dilemma of achieving both writing fluency and spelling accuracy. Further, the accuracy of the aid for students with severe spelling difficulties remains unclear and must be investigated.publishedVersio

    24th Nordic Conference on Computational Linguistics (NoDaLiDa)

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