scholarly journals Reading and Writing Skills Development for kindergarten Children with Learning Disabilities Using Artificial Intelligence Applications

2021 ◽  
Vol 37 (1) ◽  
pp. 388-411
Keyword(s):  
Artificial Intelligence ◽  
Learning Disabilities ◽  
Writing Skills ◽  
Kindergarten Children ◽  
Skills Development ◽  
Reading And Writing

scholarly journals KETERAMPILAN MEMBACA DAN MENULIS PERMULAAN MENGGUNAKAN MODEL VARK UNTUK SISWA SEKOLAH DASAR

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Chandra Chandra ◽  
Mayarnimar Mayarnimar ◽  
M Habibi
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Writing Skills ◽  
Beginning Reading ◽  
Class I ◽  
Skills Development ◽  
Development Research ◽  
School Teachers ◽  
Reading And Writing ◽  
Basic Competencies

The purpose of the development research is to produce a textbook on the development of Beginning Reading and Writing skills by using the VARK (Visual, Auditory, Read-Write, Kinesthetic) model in the practical grade I class. The development is based on the 4D (Define, Design, Develop, and Disseminate) models that emphasize the contextual user needs (teachers and learners), resulting in a draft of the Beginning Reading and Writing skills development package using the VARK model in class I elementary school , which contains the identification of competency standards and basic competencies, identification of indicators, identification of learning objectives. The results of the trial of practicality demonstrate that the textbook of Reading and Writing Beginnings by using VARK model in class I elementary school is practical and feasible to be used by grade 1 elementary school teachers.  Keywords: Beginning Reading and Writing skills, VARK model, Elementary School

scholarly journals Dynamics of Programming and Control, and Serial Organization of Movements as the Basic Components of Handwriting (Based on Grafomotor Test)

2015 ◽  
Vol 20 (1) ◽  
pp. 85-101
Author(s):  
O.V. Kuzeva ◽  
A.A. Romanova ◽  
A.A. Koreev ◽  
T.V. Akhutina
Keyword(s):  
Learning Disabilities ◽  
Comparative Analysis ◽  
Social Factors ◽  
Study Skills ◽  
Neuropsychological Testing ◽  
Writing Skills ◽  
Second Graders ◽  
Primary School Children ◽  
Skills Development ◽  
And Control

We present the results of a longitudinal study of the formation of grafomotor skills in primary school children of 7–9 years old (students of I-II grades). With the help of a computerized test of serial organization of movements and writing in conjunction with the general neuropsychological testing in children, we revealed patterns of study skills development in health and learning disabilities. The development of grafomotor skills from I to II class in successful and unsuccessful learners is uneven: second-graders perform tasks faster and with fewer regulatory errors, but the spatial characteristics of letters deteriorate. Children with learning disabilities have deficit in the formation and automation of grafomotor and writing skills that can be associated with the identified deficiency of programming and monitoring functions in this group, as well as the serial organization of movements. In addition, a comparative analysis of the relationships between age, social factors (class) and the formation of the tested function, allowed to detect a greater social influence on this process.

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.

scholarly journals Integrating academic reading and writing skills development with core content in science and engineering

2012 ◽  
Author(s):  
Kathryn Amos ◽  
Ursula McGowan
Keyword(s):  
Academic Writing ◽  
Engineering Students ◽  
Academic Literacy ◽  
Writing Skills ◽  
Integrated Approach ◽  
Skills Development ◽  
Reading And Writing ◽  
Course Content ◽  
Academic Reading ◽  
Content Development

This paper presents the application of genre pedagogy as an approach to teaching academic reading and writing skills development to a class of undergraduate engineering students. This approach was designed so that it may be applied by core subject teachers in courses with students who typically do not engage well with these aspects of their studies. Our focus was specifically on the ‘bigger picture’ of writing skills development by encouraging students to learn how to analyse for themselves a particular genre from their own discipline, and how to use this knowledge to develop an appropriately academic style in writing their own essay.Our approach involved combining the expertise of subject teacher and linguist in running four workshops in class time during the first half of a semesterised course. These workshops had associated homework tasks, designed incrementally to contribute to students’ understanding and application of the skills they need for academic writing. These were followed by the submission of a written report on the topics covered during the first six weeks of the semester, and was of direct relevance to their degree major. Assessment criteria focused on both technical content and academic literacy. With this integrated approach to literacy and content development it was intended to engage traditionally resistant students with the development of their academic language skills, and also to model a possible approach for the engagement of STEM academics in fostering this academic literacy development. Student participants in this programme agreed that this strategy improved both their writing skills and their understanding of course content.

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.

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