فعالية تطبيق تعليمي على الأجهزة الذكية في تعليم المهارات قبل الأكاديمية لأطفال الروضة المعرضين لخطر صعوبات التعلم = The Effectiveness of Educational Application on Smart Devices in Teaching before Academic Skills for Kindergarten Children at Risk of Learning Difficulties

2016 ◽  
Vol 4 (14 Part 1) ◽  
pp. 171-215
Author(s):  
ولاء ربيع مصطفى علي
Keyword(s):  
At Risk ◽  
Learning Difficulties ◽  
Academic Skills ◽  
Kindergarten Children ◽  
Smart Devices ◽  
Children At Risk ◽  
Educational Application

Prevalence of behavioral and emotional problems in children at-risk for learning difficulties

2011 ◽  
Vol 26 (S2) ◽  
pp. 326-326
Author(s):  
K. Mehrotra ◽  
S. Ahamad Manzur ◽  
Y.P. Ooi ◽  
C.G. Lim ◽  
D.S.S. Fung ◽  
...  
Keyword(s):  
At Risk ◽  
Learning Difficulties ◽  
Emotional Problems ◽  
Communication Disorders ◽  
Psychiatric Clinic ◽  
Children At Risk ◽  
Behavioral And Emotional Problems ◽  
T Score ◽  
Clinical Concern ◽  
Child Psychiatric

IntroductionStudies have shown that children with learning difficulties are likely to demonstrate a host of shared behavioral and emotional problems that affect their daily functioning.Objectives/AimsThe goal of this study was to examine profiles of behavioral and emotional problems in children at risk for Learning Disorders (LD) and Communication Disorders (COMM), without intellectual disabilities.MethodData on the Child Behavior Checklist (CBCL) of 52 participants (4–12 years old) at-risk for LD and 52 age- and gender- matched participants at-risk for COMM were obtained from the archival records of a local outpatient child psychiatric clinic. For all CBCL scales, T scores ranging from 65 to 69 are in the borderline clinical range, whereas a T score of 70 and above are in the clinical range. T scores of below 65 are considered as non-clinical. For the purposes of this study, a T score of 65 and above for the CBCL syndromes indicated the problem to be of clinical concern.ResultsA total of 51.9% of these children had at least one problem of clinical concern, with Attention Problems (LD: 36.5% vs. COMM: 17.3%), Social Problems (LD: 21.2% vs. COMM: 30.8%), and Withdrawn/Depressed (LD: 23.1% vs. COMM: 26.9%) syndromes being commonly reported. There were no significant differences between the 2 groups on the CBCL syndromes.ConclusionsFindings from the study suggest that children with any form of learning difficulties demonstrate high prevalence of behavioral and emotional problems, suggesting possible comorbidities such as Attention Deficit Hyperactivity and Depression.

‘Bored witless’/Born to fail: Children at risk for severe learning difficulties

1995 ◽  
Vol 20 (4) ◽  
pp. 29-33
Author(s):  
Roger Rees ◽  
Bill Young
Keyword(s):  
High School ◽  
At Risk ◽  
Outdoor Education ◽  
Learning Difficulties ◽  
Good Deal ◽  
Emotional Difficulties ◽  
Alternative Programs ◽  
Children At Risk ◽  
Adolescent Students ◽  
State Schools

The article is one of a number of articles stemming from a Ph.D research project researching learning and emotional difficulties amongst year eight students at a State High School in Adelaide. Twenty students identified as having learning and behaviour difficulties are participating in an alternative program for two days a week. The program involves camping, outdoor education and a good deal of intensive ‘direct instruction’ in basic literacy and numeracy. It is anticipated that this program will serve as a model for other state schools developing alternative programs for disaffected adolescent students.

scholarly journals Early Intervention of Kindergarten Children at Risk for Developmental Disabilities: A Greek Paradigm

2016 ◽  
Vol 3 (4) ◽  
pp. 238-246
Author(s):  
Maria Tzouriadou ◽  
◽  
Constantinos Vouyoukas ◽  
Eleni Anagnostopoulou ◽  
Lito Michalopoulou
Keyword(s):  
At Risk ◽  
Early Intervention ◽  
Developmental Disabilities ◽  
Kindergarten Children ◽  
Children At Risk

scholarly journals Motor differentiation`s and cognitive skill in pre-scholar age

2018 ◽  
Vol 19 (1) ◽  
pp. 50-59 ◽  
Author(s):  
Marianna Alesi ◽  
Manuel Gómez-López ◽  
Antonino Bianco
Keyword(s):  
At Risk ◽  
Visual Memory ◽  
Visual Analysis ◽  
Developmental Coordination Disorder ◽  
Dynamic Balance ◽  
Literacy Skills ◽  
Kindergarten Children ◽  
Children At Risk ◽  
Letter Identification ◽  
Coordination Disorder

Little research has been produced about literacy readiness in Kindergarten children at risk for  Developmental Coordination Disorder (DCD), despite this age being one of the most important epoch of motor and cognitive development. In this study we compared pre-literacy skills in Kindergarten children at risk for Developmental Coordination Disorder (DCD) with Typically Developing (TD) children. Participants were 26 Italian children, who had a mean age of 5.1 years, 13 at risk for DCD and 13 TD attending kindergarten schools. Pre-literacy abilities were measured trough tasks derived by the Italian PRCR-2 battery: Semi-circles (A and B), Letter identification and Object Naming Time. Significant differences were found between children at risk for DCD and TD children on tasks of visual memory of printed signs, visual analysis ability, visual discrimination and attention and sequentiality of eye movements. Findings suggest the need to implement pre-school cognitively challenging motor activities programs to enhance manual dexterity, aiming and catching skills as well as static and dynamic balance at early age Little research has been produced about literacy readiness in Kindergarten children at risk for  Developmental Coordination Disorder (DCD), despite this age being one of the most important epoch of motor and cognitive development. In this study we compared pre-literacy skills in Kindergarten children at risk for Developmental Coordination Disorder (DCD) with Typically Developing (TD) children. Participants were 26 Italian children, who had a mean age of 5.1 years, 13 at risk for DCD and 13 TD attending kindergarten schools. Pre-literacy abilities were measured trough tasks derived by the Italian PRCR-2 battery: Semi-circles (A and B), Letter identification and Object Naming Time. Significant differences were found between children at risk for DCD and TD children on tasks of visual memory of printed signs, visual analysis ability, visual discrimination and attention and sequentiality of eye movements. Findings suggest the need to implement pre-school cognitively challenging motor activities programs to enhance manual dexterity, aiming and catching skills as well as static and dynamic balance at early age

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