The Impact of Phonological Awareness in Improving Sequential Memory among Students with Learning Disabilities

2021 ◽  
pp. 1-13
Author(s):  
Mohamad Ahmad Saleem Khasawneh
Keyword(s):  
Learning Disabilities ◽  
Phonological Awareness ◽  
Students With Learning Disabilities ◽  
Sequential Memory ◽  
The Impact

scholarly journals The Impact of Microteaching on Professional Competencies of Pre-Service Teachers of Students with Learning Disabilities

2016 ◽  
Vol 4 (2) ◽  
pp. 1
Author(s):  
Mohammad Mousa AL-Salahat ◽  
Suhib Saleem Saleem
Keyword(s):  
Learning Disabilities ◽  
Student Teachers ◽  
Professional Competence ◽  
Professional Competencies ◽  
Students With Learning Disabilities ◽  
Service Training ◽  
Resource Rooms ◽  
Faculty Of Education ◽  
The University ◽  
The Impact

The aim of the present study was to examine the impact of microteaching on professional competence among four pre-service student teachers enrolled in the program of special education for students of learning disabilities in the Faculty of Education. The researchers indicated the theoretical conceptions of professional competencies, pre-service training, practicum in learning disabilities, and microteaching. The study conducted through three stages: baseline, intervention, and follow up. The researchers used a checklist as the tool of the study. The study was conducted during the field training of the subjects as they were asked to prepare and carry out the entire individual teaching lesson in the resource rooms affiliated to the public education schools. Microteaching sessions were also administrated at the university campus in Najran. The results of the study indicated significant improvements in the professional competencies among the four pre- service students as it was moderate at baseline (68%) for the four participating pre-service students. The subjects maintained the targeted skills in one measurement and after two weeks of the study (89%) indicating the significance of the microteaching in developing pre- service teachers required skills.

scholarly journals The Impact of a Training Program for Families of Students with Learning Disabilities in Activating Familial Participation and Reducing Learning Disabilities Aspects and Developing the Academic Achievement of Their Children

2018 ◽  
Vol 10 (4) ◽  
pp. 140
Author(s):  
Mohammad Ahmad Bairat ◽  
Akef Abdullah Al-Khateeb
Keyword(s):  
Academic Achievement ◽  
Learning Disabilities ◽  
Training Program ◽  
Significant Positive Correlation ◽  
Female Students ◽  
Training Period ◽  
Students With Learning Disabilities ◽  
Before And After ◽  
The Impact ◽  
Performance Scale

The study aimed at building a training program for the families of students with learning disabilities to activate the familial participation and reduce learning disabilities aspects and develop the academic achievement of such students. The study’s sample composed of (46) families and (46) male and female students from these families. To achieve the objectives of the study, the researchers prepared a list to assist the familial participation applied on the families before and after the training period; they used the scale of (Sartawi,1995) to reveal the learning disabilities of their children applied before and after the training period, as well as the scale of academic achievement (educational packages,2010), moreover; they built the suggested program to activate the familial participation. The study concluded that there were statistically significant differences between the pre-measurement and post-measurement in favor of the post-measurement regarding the students’ performance in relation to the learning disabilities aspects. It also showed that there were statistically significant differences between the pre-measurement and post-measurement in favor of the post-measurement regarding the students’ performance in relation to the academic performance scale (educational packages,2010), furthermore; there were statistically significant positive correlation between the familial participation and learning disabilities aspects, and between the familial participation and the academic achievement.

Spelling Instruction for Students with Learning Disabilities: Implications for Research and Practice

1994 ◽  
Vol 17 (3) ◽  
pp. 169-185 ◽  
Author(s):  
David McNaughton ◽  
Charles A. Hughes ◽  
Karen Clark
Keyword(s):  
Learning Disabilities ◽  
Future Research ◽  
Limited Information ◽  
Students With Learning Disabilities ◽  
Research Issues ◽  
New Words ◽  
Spelling Instruction ◽  
Instructional Activities ◽  
Students With Ld ◽  
The Impact

We reviewed 27 published studies on spelling instruction for students with learning disabilities (LD) and coded them for the following variables: (a) student characteristics, (b) instructional activities, (c) nature of materials to be learned, and (d) criterial tasks (Jenkins, 1979). Most of the studies investigated the impact of instructional activities on the production of targeted spelling items by elementary-grade students with LD. We interpret the results of this review as suggesting that the following activities may enhance learning for some students with LD: (a) limiting the number of new words introduced each day, (b) facilitating student-directed and peer-assisted instruction, (c) directing students to name letters aloud as they are practiced, (d) including instruction in morphemic analysis, (e) providing immediate error imitation and correction, (f) using motivating reinforcers, and (g) providing periodic retesting and review. Only limited information is available on interventions that promote generalization of spelling knowledge to untrained words, use of trained vocabulary in a variety of writing activities, and maintenance of vocabulary across time. We discuss current research issues and future research directions in spelling instruction for students with learning disabilities.

scholarly journals Teaching Arithmetic Combinations of Multiplication and Division to Students with Learning Disabilities or Mild Intellectual Disability: The Impact of Alternative Fact Grouping and the Role of Cognitive and Learning Factors

2016 ◽  
Vol 5 (4) ◽  
pp. 90 ◽  
Author(s):  
Ioannis Agaliotis ◽  
Afroditi Teli
Keyword(s):  
Learning Disabilities ◽  
Intellectual Disability ◽  
Control Group ◽  
Mild Intellectual Disability ◽  
Students With Learning Disabilities ◽  
Significant Difference ◽  
Students With Ld ◽  
Disability Categories ◽  
The Impact ◽  
Group Comparisons

<p>The effectiveness of two instructional interventions was investigated in the context of teaching Arithmetic Combinations (ACs) of multiplication and division to students with Learning Disabilities (LD) or Mild Intellectual Disability (MID). The intervention for the control group (LD = 20, MID = 10) was based on principles of effective instruction, while the intervention for the experimental group (LD = 19, MID = 4) combined the intervention for the control group and an alternative grouping and presentation scheme of ACs. Correlations between cognitive and learning characteristics of the two disability categories and participants’ performance in ACs learning were also investigated. Intra-group comparisons showed that post-intervention performance of both groups (control and experimental) was significantly higher than their pre-intervention performance. However, inter-group comparisons revealed that there was no significant difference between the results obtained through the two interventions. Students with LD outperformed their counterparts with MID. Differences of the two disability categories in domains such as speed of information processing and counting skills correlated with performance. Results are discussed in reference to the organization of effective intervention programs for supporting students with LD or MID in their effort to learn arithmetic combinations of multiplication and division.</p>

scholarly journals The Impact Of Using Multi-Sensory Approach For Teaching Students With Learning Disabilities

2012 ◽  
Vol 9 (1) ◽  
pp. 75-82
Author(s):  
Majeda Al Sayyed Obaid
Keyword(s):  
Learning Disabilities ◽  
Sixth Grade ◽  
Control Group ◽  
Students With Learning Disabilities ◽  
Control Groups ◽  
Sixth Grade Students ◽  
Post Test ◽  
Achievement In Mathematics ◽  
The Impact ◽  
Experimental Group

The purpose of this study is to investigate the effect of using the Multi-Sensory Approach for teaching students with learning disabilities on the sixth grade students' achievement in mathematics at Jordanian public schools. To achieve the purpose of the study, a pre/post-test was constructed to measure students' achievement in mathematics. The test consisted of twenty items on mathematics. The sample of the study comprised (117) sixth grade students in Ruqaya bent Al Rasoul School for girls and Fatima bent el Yaman school for girls in Irbid the first directorate of Education and was distributed into four sections, which were selected purposefully. The sample of the study was divided into four groups (two experimental and two control groups). The experimental group was taught using multi-sensory approach while the control group was taught using the current approach. The sample of the study was (62) students in the experimental group and (55) students in the control group. Those groups were distributed into four purposefully selected sections in Ruqaya bent Al Rasoul School for girls and Fatima bent el Yaman school for girls in Irbid the first directorate of Education. Descriptive statistical analyses were used (Means and Standard Deviation) for the pre and post- tests of students' mathematics test to experimental and control groups. The findings of the study indicated that there were statistically significant differences in the post- test between the control and the experimental groups in favor of the experimental group. The researcher proposed some recommendations to enhance the importance of parental involvement on students' achievement in English language such as conducting further studies on other populations and for a longer time.

The Impact of ICT in Educating Students with Learning Disabilities in Australian Schools

2016 ◽  
pp. 2028-2041
Author(s):  
Tas Adam ◽  
Arthur Tatnall
Keyword(s):  
Learning Disabilities ◽  
Participant Observation ◽  
Actor Network Theory ◽  
Information And Communications Technologies ◽  
Students With Learning Disabilities ◽  
Special Schools ◽  
Communications Technologies ◽  
Beneficial Impact ◽  
Education Of Students ◽  
The Impact

The term “Learning Difficulties” (sometimes also referred to as Special Needs) is used in reference to students who have significant difficulties in the acquisition of literacy and numeracy skills and need extra assistance with schooling. This is a large heterogeneous group. Another more specific term is “Learning Disabilities” that refers to the small sub-group of students who exhibit severe and unexplained problems. This chapter presents a report on an investigation, framed by the use of actor-network theory, of how the use of Information and Communications Technologies can aid in improving the education of students with Learning Disabilities. The study involved case studies and participant observation of the use of ICT in two outer Melbourne suburban Special Schools and an investigation of the impact of Education Department policies on these school environments. Research at the two Special Schools revealed that use of Information and Communications Technologies can have a very beneficial impact on these students by improving their self-esteem and facilitating their acquisition of useful life skills.

Style Over Substance Reconsidered: Intrusive Intervention and At-Risk Students with Learning Disabilities

2002 ◽  
Vol 22 (2) ◽  
pp. 66-77 ◽  
Author(s):  
Robert Abelman ◽  
Anthony Molina
Keyword(s):  
At Risk ◽  
Learning Disabilities ◽  
Student Performance ◽  
At Risk Students ◽  
Retention Rates ◽  
Students With Learning Disabilities ◽  
Grade Point ◽  
Probationary Students ◽  
The Individual ◽  
The Impact

In two recent publications, we reported that the academic intervention process, not the specific intervention content, was responsible for a short-and long-term influx in at-risk student performance (grade-point average) and persistence (retention). All at-risk students who participated in the most intrusive of three interventions had higher cumulative grade-point averages and retention rates than those who received less intrusive interventions. In this post hoc analysis, we looked at probationary students with learning disabilities and found that they are only responsive to the individual attention and personalized accommodation provided under a highly intrusive model, and the impact is temporary.

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