scholarly journals Use of Flashcards in Dealing with Reading and Writing Difficulties in SEN students

2017 ◽  
Vol 7 (1) ◽  
pp. 53 ◽  
Author(s):  
Mona Saleh Alanazi
Keyword(s):  
Students With Disabilities ◽  
Study Data ◽  
Learning Disorders ◽  
Academic Problems ◽  
Writing Difficulties ◽  
Resource Room ◽  
Reading And Writing ◽  
Writing Problems ◽  
Northern Border ◽  
5Th Grade

Various research studies have found that DI flashcards is a highly effective intervention technique when academic skills deficits are found in the students with disabilities. This study aims to evaluate the effects of a flashcard system in dealing with reading and writing problems with 40 5th grade female students with learning disorders. Students with learning disorders experience academic problems, which is preceded by signs such as distorted language or a delay in picking up a language etc. It means that the problems are natural, neurological and behavioural at times. The school identified for the present study was located in an urban school district in the Northern Border areas of Saudi Arabia. A specific textbook My beautiful language by Lughati Al Jamila for 5th grade elementary pupils was chosen as a tool for the study, based on the students’ pre-test scores. The effects of the flashcard procedure were assessed across sets of problems. The post study data reveals that all participants improved their mastery of reading and writing skills. The flash card procedure was inexpensive and easily implemented in a resource room setting. 

Specific Learning Disorder among Primary School Children of Sarai Alamgir

2021 ◽  
pp. 1-10
Author(s):  
Noreena Kausar ◽  
Nadia Farhat ◽  
Fauzia Maqsood ◽  
Hafsa Qurban ◽  
Admin
Keyword(s):  
Primary School ◽  
Diagnostic Criteria ◽  
School Children ◽  
Learning Disorders ◽  
Primary School Children ◽  
Learning Disorder ◽  
Cross Sectional ◽  
Reading And Writing ◽  
Specific Learning Disorder ◽  
Specific Learning

Abstract Objective: To examine the frequency of specific learning disorder (SLD) among primary school children of Sarai Alamgir, Pakistan. Methods: The current cross-sectional study was conducted from January to July 2018 in Sarai Alamgir. Multistage stratified sampling technique was used to select the sample from target population (N=914) of school children studying in 3rd and 4th class of six primary schoolsof Sarai Alamgir, Pakistan.Sample of n=837 children was selected through the Taro Yamane formula. Structured Clinical Diagnostic Interviews based on DSM-V (APA, 2013) diagnostic criteria of specific learning disorder were used to collect data. Children were approached in their classes. Screening tool was applied on all selected children to screen out the vulnerable cases. After screening the vulnerable cases, diagnostic criteria of different specific learning disorders were applied on all vulnerable cases. The frequencies and percentages were analyzed to see the frequency  of learning disorder among children. Results:Findings indicate that 174 (20.7%) children were vulnerable to specific learning disorders out of sample of 837 children. Total 13 (7.5%) children were diagnosed as suffering from different specific learning disorders from vulnerable participants. From vulnerable cases, 1(7.7%) childfulfilled the diagnostic criteria of reading impairment, 3 (23.1%) were diagnosed with mathematics impairment, 4 (30.8%) with multiple impairments in mathematics and writing, 1 (7.7%) with multiple impairments in mathematics and reading, 1 (7.7%) with multiple impairments in reading and writing, and 3 (23.1%) children were diagnosed as suffering from multiple impairments in mathematics, reading and writing. Continuous...

Level and Trend of Writing Sequences: A Review and Meta-Analysis of Writing Interventions for Students With Disabilities

2019 ◽  
Vol 86 (2) ◽  
pp. 174-192
Author(s):  
Shawn M. Datchuk ◽  
Kyle Wagner ◽  
Bridget O. Hier
Keyword(s):  
Students With Disabilities ◽  
Single Case ◽  
Meta Analysis ◽  
Strategy Development ◽  
Writing Difficulties ◽  
Gradual Improvement ◽  
Information Theoretic ◽  
Writing Interventions ◽  
Disability Status ◽  
Competing Models

We examined effects of intervention on the level and trend of text-writing sequences of students with disabilities and writing difficulties, in addition to potential moderating effects related to student demographics (i.e., disability status, age, gender, and race) and writing task (i.e., sentence, essay, and narrative). We reviewed 18 single-case experimental design studies with a total of 96 students and subsequently meta-analyzed 15 of these studies with a total of 79 students using mixed-effects linear regression and an information-theoretic ranking of competing models. Results indicate that writing interventions, including direct instruction and self-regulated strategy development, produced gradual improvement in the trend of correct writing sequences per minute. Older students produced higher levels of writing sequences, but younger students showed steeper trends during intervention. Furthermore, students had higher levels of writing fluency on sentence-writing tasks than on discourse-writing tasks (narratives and essays).

scholarly journals Self-esteem and Adjustment among Children with Reading and Writing Difficulties

2009 ◽  
Vol 3 (2) ◽  
pp. 91-95 ◽  
Author(s):  
Manjula Patil ◽  
G. Saraswathi ◽  
Prakash Padakannaya
Keyword(s):  
Self Esteem ◽  
Writing Difficulties ◽  
Reading And Writing

scholarly journals Digital Behavior Intervention Plans: Effects on General Education Teacher Fidelity of Implementation

2019 ◽  
Vol 35 (3) ◽  
pp. 155-166
Author(s):  
Christopher Holcomb ◽  
Joshua N. Baker ◽  
Cori More
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Student Behavior ◽  
Study Data ◽  
Fidelity Of Implementation ◽  
Behavior Intervention ◽  
Probe Design ◽  
Behavior Intervention Plans ◽  
General Education Teacher ◽  
Teacher Student

The purpose of this study was to investigate the effects of digital behavior intervention plans (DBIPs) with multimedia anchored instruction on general education teachers’ fidelity of implementation while teaching students with disabilities. A multiple probe design was used to investigate the effects of DBIPs across six teacher–student dyads. The effects on student desirable and undesirable behaviors were also examined across all phases of the study. Data for all six teacher participants suggest a functional relationship and show that all teachers increased their fidelity of implementation of BIPs. In addition, the teachers’ fidelity of implementation of the BIPs showed a moderate to high effect on increasing desirable student behavior and neutralized undesirable student behavior. Further results and implications for fidelity of implementation and research are discussed.

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