Encouraging an Adolescent Daughter who is Blind and Learning Disabled to Read and Write

1997 ◽  
Vol 91 (3) ◽  
pp. 213-218 ◽  
Author(s):  
D.D. Miller
Keyword(s):  
Learning Disabilities ◽  
Daily Life ◽  
Writing Skills ◽  
Learning Disabled ◽  
Reading And Writing ◽  
Adolescent Daughter

This article describes one mother's experiences raising an adolescent daughter who is blind and has learning disabilities. It focuses especially on ways in which she helped her daughter improve reading and writing skills by finding a meaningful purpose for those skills in daily life.

scholarly journals The Effectiveness of Using Visual Organizations in Improving Reading and Writing Skills for Students with Learning Disabilities from the Teachers’ Point of View

2019 ◽  
Vol 12 (3) ◽  
pp. 135
Author(s):  
Mohammad Kh. M. Muflih
Keyword(s):  
Learning Disabilities ◽  
Teaching Methods ◽  
Writing Skills ◽  
Point Of View ◽  
Students With Learning Disabilities ◽  
Reading And Writing ◽  
Female Teachers ◽  
Resource Rooms ◽  
The Impact ◽  
Descriptive Method

The study aims to identify the effectiveness of using visual organizations in improving the reading and writing skills of students with learning disabilities from the point of view of the teachers of learning resource rooms, according to the variables of gender, scientific qualification and educational experience through the use of analytical descriptive method. The study was carried out on a sample of 87 male and female teachers, (38) males and 49 females. A questionnaire of 53 items was used and analyzed statistically, the results showed that the most prominent item in the effectiveness of the use of visual organizations to improve reading and writing for students with learning difficulties is: “able to read sentences enhanced with pictures and without pictures, and distinguish between the image of the character and its writing”, the most prominent obstacle to the effectiveness of using visual organizations is not to use visual organizations that fit with the teaching methods of students with learning disabilities, as for the variables, the study showed the existence of differences attributed to the impact of gender and for the benefit of females, the results showed that there are statistically significant differences due to the effect of scientific qualification, and the absence of statistical differences due to the effect of years of experience.

THE ROLE OF LITERACY METHODS IN MASTERING OF WRITTEN LANGUAGE BY STUDENTS WITH DEVELOPMENTAL DYSLEXIA

2019 ◽  
Vol 7 (1) ◽  
pp. 10-18
Author(s):  
Tsvetanka Tsenova
Keyword(s):  
Experimental Work ◽  
Developmental Dyslexia ◽  
Reading Skills ◽  
Writing Skills ◽  
Written Language ◽  
Reading And Writing ◽  
Empirical Verification ◽  
Literacy Methods ◽  
The Relationship

This article focuses on the relationship between literacy methods applied at school and the emergence of serious difficulties in mastering reading and writing skills that shape the developmental dyslexia. The problem was analyzed theoretically and subjected to empirical verification. Experimental work was presented which aims to study the phonological and global reading skills of 4- th grade students with and without dyslexia. Better global reading skills have been demonstrated in all tested children, and this is much more pronounced in those with dyslexia than their peers without disorders. Hence, the need to develop a special, corrective methodology for literacy of students with developmental dyslexia consistent with their psychopathological characteristics.

The effects of the World Wide Web on reading and writing skills in a Spanish cultural studies courseLos efectos de la Web en la adquisición de destrezas lectoras y escritas en un curso de cultura hispana

ReCALL ◽  
2000 ◽  
Vol 12 (1) ◽  
pp. 63-72 ◽  
Author(s):  
CARMEN CABOT
Keyword(s):  
Writing Skills ◽  
Written Language ◽  
Web Based ◽  
Reading And Writing ◽  
Spanish Speaking ◽  
South Wales ◽  
Effective Use ◽  
The University ◽  
Task Oriented ◽  
Target Culture

This paper presents the results of a study that demonstrates an effective use of the Web as a tool to increase motivation and thus promote reading and writing skills in Spanish as well as a deeper sense of the culture of the Spanish speaking world. In the study, thirty students of second year Spanish at the University of New South Wales were required to prepare an itinerary for a trip to a Spanish speaking country of their choice using the WWW as the only resource. In general our findings regarding improved language skills were consistent with the literature: an increase of vocabulary, more use of references, more student initiated interactions and greater interactivity in the classroom amongst students were observed. There was, however, one aspect, linguistic accuracy, in which improvement was not greatly noted. The data collected confirms that a task-oriented Web based course can increase the motivation of students, improve the scope of their reading, and enhance their perception of the target culture, all with a great effect on range of language explored, learned and re-processed, but a much lesser effect on the accuracy of written language produced.

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