scholarly journals Effect of Two Therapies and Gender on Reading Skills of Pupils with Learning Disabilities

2022 ◽  
Vol 10 (1) ◽  
pp. 48-56
Author(s):  
Udeme Samuel Jacob ◽  
Kelechi Uchemadu Lazarus ◽  
Jace Pillay ◽  
Hammed Gbenga Adewale
Keyword(s):  
Learning Disabilities ◽  
Reading Skills ◽  
And Gender

scholarly journals LEXSSA KIT IMPROVE READING SKILLS FOR STUDENT WITH DISABILITIES

2021 ◽  
Vol 3 (8) ◽  
pp. 149-166
Author(s):  
Norleena Gutasan ◽  
Rojiah Saiwah Karim ◽  
Zoriffah Mohd Kudin ◽  
Nor Jannah Hassan
Keyword(s):  
Learning Disabilities ◽  
Active Learning ◽  
Reading Skills ◽  
Cost Effective ◽  
Survey Method ◽  
Slow Learner ◽  
Students With Learning Disabilities ◽  
Learning Aids ◽  
Students With Autism ◽  
Adaptation Processes

The LEXSSA Kit (More Effective Xtra Fun Suitable for Student Levels) is produced for Students with Learning Disabilities. The aim of this research is to help students with Learning Disabilities such as students with Autism, Dyslexia, Slow Learner, Down Syndrome, and Attention Deficit Hyperactive Disorder (ADHD) improve their reading skills. This study was conducted to observe the perception of Students with Learning Disabilities of using LEXSSA Kit as learning aids that can encourage active learning and improve the mastery of reading. The design of this research has used a survey method and presented in the form of descriptive statistics (frequency and percentage). Meanwhile, the LEXSSA Kit was produced through four adaptation processes using the PDCA Model and was implemented for Students with Learning Disabilities in the district of Tuaran, Kudat, and Kota Belud. Preliminary findings found that Students with Learning Disabilities unable to read simple syllables, words, phrases, and sentences without the help of a teacher. The result of the intervention using the LEXSSA Kit shows that Students with Learning Disabilities can read simple syllables and words independently. The finding of the assessment phase shows that 95 percent of Students with Learning Disabilities can read syllables and words using the LEXSSA Kit. The implication of this study proves that the LEXSSA Kit can help improve Students with Learning Disabilities' reading skills. It is easy to use, interactive, fun, engaging, encourages active learning among Students with Learning Disabilities, and cost-effective for teachers to use.

The Relationship between Career-Related Knowledge, Self-Esteem, Locus of Control, Gender and Employment Outcomes among Individuals with Learning Disabilities

2010 ◽  
Vol 41 (1) ◽  
pp. 3-11 ◽  
Author(s):  
Lisa Marie Mathis ◽  
Richard T. Roessler
Keyword(s):  
Job Satisfaction ◽  
Learning Disabilities ◽  
Locus Of Control ◽  
Self Esteem ◽  
Regression Analyses ◽  
Employment Outcome ◽  
Independent Variables ◽  
Vocational Rehabilitation Services ◽  
And Gender ◽  
The Relationship

Data selected from the 1994-1999 Longitudinal Study of the Vocational Rehabilitation Services Program were used to examine the contribution of self-esteem, career-related knowledge, locus of control, and gender to the prediction of employment outcome experienced by individuals with learning disabilities (LD), as well as to hourly wages, weekly hours worked, and job satisfaction. Using logistic regression analyses, no independent variables studied were predictive of employment outcome for all participants (n = 240) or receiving workplace benefits for those who were employed (n = 63). Multiple regression analyses indicated that gender (p < .01) and belief in chance (p < .05) significantly predicted hourly wages for participants who were employed. Career-related knowledge was a significant (p < .05) predictor of job satisfaction.

Midline Crossing Behavior in Children with Learning Disabilities

1999 ◽  
Vol 16 (2) ◽  
pp. 155-166 ◽  
Author(s):  
Rebecca J. Woodard ◽  
Paul R. Surburg
Keyword(s):  
Learning Disabilities ◽  
Repeated Measures ◽  
Movement Time ◽  
Age And Gender ◽  
Midline Crossing ◽  
Significant Difference ◽  
Upper And Lower Extremities ◽  
Contralateral Movement ◽  
Group 2 ◽  
And Gender

The purpose was to compare children with and without learning disabilities (LD), ages 6–8 years, on midline crossing inhibition (MCI). Participants were 44 children (24 boys and 20 girls) in two groups (LD and non-LD), matched on age and gender. MCI was operationally defined as significantly slower contralateral movement when choice reaction time (CRT) and movement time (MT) performance were examined for ipsilateral, midline, and contralateral tasks with both upper and lower extremities. Participants completed 12 days of tests (30 trials each day) using a protocol developed by Eason and Surburg (1993). A 2 (Group) × 2 (Extremity) × 3 (Direction) repeated measures MANOVA revealed significant difference for each dependent variable. Children with LD displayed MCI, whereas children without LD did not.

scholarly journals Detection of Dyslexia using Eye Tracking Measures

2019 ◽  
Vol 8 (9S2) ◽  
pp. 58-61
Keyword(s):  
Machine Learning ◽  
Learning Disabilities ◽  
Eye Tracking ◽  
Reading Skills ◽  
Learning Disorders ◽  
Learning Models ◽  
Font Size ◽  
Tracking Technique ◽  
Machine Learning Models

Dyslexia is one of the most common and hidden learning disabilities found in people, especially in the young age.It particularly affects reading, where the impaired reader takes a longer time to read and grasp the concept than the non-impaired reader.This further leads to academic failures.So studies to detect such issues have been conducted considering various factors like the reading times, fixation times, number of saccades(sudden movements in the eye), of both the impaired and non-impaired subjects,and give the best possible results.Thus,we plan to use the same eye tracking technique supported with machine learning models to detect and classify the individuals with and without dyslexia.The factors considered during the study are font-size, typeface, frequency of words(fixation times of non-impaired readers are more if frequency of encountered words is less) and age(people with learning disorders tend to enhance their reading skills with age), etc.

scholarly journals Supporting people with learning disabilities who identify as LGBT to express their sexual and gender identities

2020 ◽  
Vol 23 (6) ◽  
pp. 24-31
Author(s):  
Zoe Marie Robinson ◽  
Daniel Marsden ◽  
Sam Abdulla ◽  
Florence Dowling
Keyword(s):  
Learning Disabilities ◽  
Gender Identities ◽  
And Gender
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