Intensive Word Study and Repeated Reading Improves Reading Skills for Two Students With Learning Disabilities

2009 ◽  
Vol 63 (2) ◽  
pp. 142-151 ◽  
Author(s):  
Deborah Hill Staudt
Keyword(s):  
Learning Disabilities ◽  
Reading Skills ◽  
Repeated Reading ◽  
Students With Learning Disabilities ◽  
Word Study

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.

Effectiveness of Comprehension Strategies Mobile App (COSMA) on Reading Comprehension Performances of Students With Learning Disabilities

2021 ◽  
pp. 016264342110135
Author(s):  
Ahmet Bilal Özbek ◽  
Cevriye Ergül
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
Reading Skills ◽  
Positive Impact ◽  
Mobile App ◽  
Comprehension Strategies ◽  
Single Subject ◽  
Students With Learning Disabilities ◽  
Multiple Choice Tests ◽  
Experimental Process

The aim of this study is to investigate the effectiveness of the Comprehension Strategies Mobile App (COSMA) on the reading comprehension performance of students with learning disabilities. Four students with learning disabilities (three boys, one girl) participated in the study. The experimental process of the study was carried out according to the multiple baseline across participants model of single-subject experimental designs. Reading comprehension performance of students was assessed with multiple-choice tests and retells. Students’ use of strategies was evaluated with on-task metacognitive interviews. Findings showed that COSMA has a positive impact on students’ reading comprehension performances. It was determined that the students’ motivation to use the mobile app was high, the opinions of families and teachers of the software were positive and they observed an increase in students’ reading skills. Findings are discussed further.

scholarly journals Reading Problems among Primary School Remedial Pupils in One of Miri, Sarawak

2019 ◽  
Vol 16 (1) ◽  
pp. 73
Author(s):  
Ivy Jain ◽  
Norasmah Othman
Keyword(s):  
Learning Disabilities ◽  
Diagnostic Tests ◽  
Reading Recovery ◽  
Teaching And Learning ◽  
Reading Skills ◽  
Reading Skill ◽  
Reading Teachers ◽  
Students With Learning Disabilities ◽  
Remedial Students ◽  
Basic Concepts

Reading is a difficult skill to be mastered by children mainly remedial students prone to problems in basic reading skill. Remedial students are students with learning disabilities who have been selected to attend the Remedial Programme in their schools. This study was conducted to identify the problems faced by these students in mastering basic reading skill. Basic reading skill that is the focus of this article is the open syllables words; Consonant Vowel Consonant Vowel (KVKV). This study aimed to identify the main problems faced by students in reading open syllables words (KVKV). The study was conducted in one elementary school in the district of Miri, Sarawak involving 30 pupils in year two from remedial class. Data were collected through Diagnostic Tests, observations and interviews in the study group. The study found that the main problems were; students do not understand the basic concepts of reading clearly and the lack of motivation among the students. This study is expected to help teacher in particular remedial teachers in helping students overcome reading recovery KVKV word. To improve the reading skills of pupils, the study recommended that remedial students are taught by a variety of teaching strategies such as inserting games or songs in their teaching and learning in order to cultivate their interest in reading. Teachers are also advised to constantly motivate the students so that they are eager to learn the skills of reading.

scholarly journals Developing Reading Skills Among Students with Learning Disabilities in English

2021 ◽  
Vol 2 (5) ◽  
pp. 1-8
Author(s):  
Mohamad Ahmad Saleem Khasawneh
Keyword(s):  
Learning Disabilities ◽  
Active Learning ◽  
Reading Skills ◽  
Study Groups ◽  
Test Method ◽  
Reading Test ◽  
Control Group ◽  
Students With Learning Disabilities ◽  
The Mean ◽  
Experimental Group

This research investigated developing the reading skills among students with learning disabilities in English language. The study sample included 20 male and female students from Irbid city, Jordan, who were chosen purposefully, and distributed randomly to two groups. The first group was the experimental group that was taught using the active learning method, and the other group was the control group that was taught according to the usual method. The study used a reading test, which was verified by presenting it to a group of judges. The reliability of the list was checked by using the test and re-test method and the Pearson's coefficient, which was (0.95). The findings revealed the presence of differences between the mean scores of the two study groups on the post-reading test, in favor of the experimental group. The results did not show any statistically significant differences between the mean scores of the two groups in the post-reading test due to the gender variable. In light of the findings of the study, the researcher recommends preparing training programs on active learning and preparing a guide for teachers, which can be used to teach and learn reading skills for students with learning disabilities.

Repeated Reading Interventions for Students with Learning Disabilities: Status of the Evidence

2009 ◽  
Vol 75 (3) ◽  
pp. 263-281 ◽  
Author(s):  
David J. Chard ◽  
Leanne R. Ketterlin-Geller ◽  
Scott K. Baker ◽  
Christian Doabler ◽  
Chanisa Apichatabutra
Keyword(s):  
Learning Disabilities ◽  
Reading Interventions ◽  
Repeated Reading ◽  
Students With Learning Disabilities
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