Effective Scaffolds (Supported by ICT) for Improving Student Skills: Dyslexic Students’ Experiences with Their Peers

2020 ◽  
pp. 93-106
Author(s):  
Michele Della Ventura
Keyword(s):  
Dyslexic Students

scholarly journals Modeling Dyslexic Students’ Motivation for Enhanced Learning in E-learning Systems

2020 ◽  
Vol 10 (3) ◽  
pp. 1-34
Author(s):  
Ruijie Wang ◽  
Liming Chen ◽  
Ivar Solheim
Keyword(s):  
Learning Systems ◽  
E Learning ◽  
Enhanced Learning ◽  
Dyslexic Students

scholarly journals ARE ENGLISH TEACHERS REALLY TRAINED TO DEAL WITH DYSLEXICS?

2017 ◽  
Vol 2 (2) ◽  
Author(s):  
Shirley Beatriz Enríquez Lozano ◽  
Gabriela Geovanna Guevara Enriquez
Keyword(s):  
Second Language ◽  
Academic Progress ◽  
Summative Assessment ◽  
English Teachers ◽  
Initial Evaluation ◽  
Learning Difficulty ◽  
Critical Approach ◽  
Qualitative And Quantitative ◽  
Important Material ◽  
Dyslexic Students

Objective: In order to guarantee sustainable academic progress in dyslexic students, this work is based on tools that help English teachers manage and assess dyslexics properly. Method: The evaluation and the diagnosis were made from the application of qualitative and quantitative protocols of the critical approach, determining, the acquisition of English as a second language. Results: After the initial evaluation, a proposal was made as a tool for teachers teaching this second language. An important material provided is a list of strategies and techniques that allow teachers to guide them in the class process and evaluate students withthis learning difficulty. This resourcewas designed to be applied in the Diagnostic, Formative, and Summative Assessment. Conclusion: It is important to offer dyslexics the opportunity to be taught and assessed according to their own abilities. Teachers also need to be guided to face this problem in the classroom.

scholarly journals Identifikasi Mental Computation Siswa Disleksia dalam Melakukan Operasi Penjumlahan dan Pengurangan Bilangan Bulat

2017 ◽  
Vol 2 (2) ◽  
pp. 106-119
Author(s):  
Lisanul Uswah Sadieda ◽  
Agustin Eka Cahyani
Keyword(s):  
Qualitative Approach ◽  
Arithmetic Problem ◽  
Subtraction Problem ◽  
Digit Number ◽  
Mental Computation ◽  
Reading And Writing ◽  
Dyslexic Student ◽  
Addition And Subtraction ◽  
The Right ◽  
Dyslexic Students

To describe mental computation strategies of the dyslexic student in performing the addition and subtraction of 1-digit and 2-digit integer. Mental computation is a process of doing arithmetic calculations without using other tools. This strategy will help dyslexic students find more accurate and flexible solution while solving the arithmetic problem because it can minimize their weaknesses in terms of reading and writing. This research uses the qualitative approach. Data were collected by using a task-based interview for two dyslexic students. The results of this study indicate that dyslexic students use the spin-around strategy to solve the addition for the 1-digit number and the working from the right and from the left strategies to solve the addition for the 2-digit number. Meanwhile, to solve the subtraction problem, dyslexic students use think addition and counting back strategies for the 1-digit number and Working from The Right strategy for the 2-digit number.

FLIPPINO: A MOBILE APPLICATION ON READING FOR THE DYSLEXIC STUDENTS OF WORDLAB

2017 ◽  
Author(s):  
Estefanie Bertumen ◽  
Carlos Albornoz ◽  
Donna Rae Cañero ◽  
Jethro Manalo ◽  
Alexandria Ramos
Keyword(s):  
Mobile Application ◽  
Dyslexic Students

ASSISTIVE TECHNOLOGIES FOR DYSLEXIC STUDENTS

2018 ◽  
Author(s):  
Amy Adkins ◽  
Cecilia Turman
Keyword(s):  
Assistive Technologies ◽  
Dyslexic Students

scholarly journals Geography Teachers’ Knowledge of and Perceptions on Dyslexia

2020 ◽  
Vol 10 (10) ◽  
pp. 278
Author(s):  
Anthoula Styliani Passadelli ◽  
Aikaterini Klonari ◽  
Vyron Ignatios Michalakis ◽  
Michail Vaitis
Keyword(s):  
Secondary School ◽  
Personal Information ◽  
New Technology ◽  
Science Courses ◽  
Effective Teaching Strategies ◽  
Technology In Teaching ◽  
Language Courses ◽  
Willingness To Use ◽  
Teachers Training ◽  
Dyslexic Students

At all levels of education, teachers are actively involved in improving students’ learning outcomes and developing their own pedagogical experience. As a consequence, the teacher’s role in managing learning difficulties is of particular importance. This research investigates secondary school geography teachers’ knowledge of and perceptions of dyslexia. For research purposes, 61 questionnaires were distributed to secondary teachers teaching geography all over Greece. The questionnaire included a total of 30 questions about demographic and personal information, teachers’ knowledge of and perceptions of dyslexia, and teaching approaches they adopt while teaching geography. The research examined teachers’ willingness to use teaching tools and innovative approaches that would help all students and, more specifically, dyslexics. The responses were coded using SPSSv.23.00. The results show that teachers’ knowledge of dyslexia is contradictory, as most teachers (93.4%) believe that dyslexia affects students’ performance only in language courses, whereas a smaller percentage of teachers (just 27.8%) believe that dyslexic students also find it difficult to participate in science courses, and only 26.2% believe they face difficulties in orientation as well. Teachers also have unclear views on how to manage dyslexia and how to implement effective teaching strategies. The results show the importance of geography teachers’ training on dyslexia and the integration of new technology in teaching dyslexic students.

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