scholarly journals القدرة المکانیة وعلاقتها بقلق الریاضیات لدى التلامیذ ذوی صعوبات تعلم الریاضیات والعادیین بالصف الرابع الابتدائی The Spatial Ability and its Relationship with Math Anxiety of Pupils with Math Learning Disabilities and Normal Achieving Pupils in the Primary Fourth Grade

2015 ◽  
Vol 34 (165) ◽  
pp. 13-63
Author(s):  
رفاعی شوقی أحمد حسین
Keyword(s):  
Learning Disabilities ◽  
Spatial Ability ◽  
Math Anxiety ◽  
Fourth Grade ◽  
Math Learning

A Self-Regulated Learner Framework for Students With Learning Disabilities and Math Anxiety

2020 ◽  
Vol 56 (3) ◽  
pp. 163-171
Author(s):  
Evelyn S. Johnson ◽  
Anne B. Clohessy ◽  
Pragnyaa Chakravarthy
Keyword(s):  
Learning Disabilities ◽  
Problem Solving ◽  
Math Anxiety ◽  
Students With Learning Disabilities ◽  
Math Learning ◽  
Math Intervention ◽  
Self Regulated Learning ◽  
Attentional Resources ◽  
Problem Solving Strategy ◽  
Solving Strategy

Students with math learning disabilities have been shown to experience math anxiety at rates nearly double those of their typical peers. Anxiety about math is thought to disrupt learning by co-opting attentional resources that could be used in problem-solving and may be caused by the way in which students interpret their math-related experiences. This article describes a math intervention designed through a framework of self-regulated learning that defines self-regulated learners as students who are connected, self-aware, self-determined, strategic, and resilient. Specifically described is an intervention that helps students regulate anxiety, initiate a problem-solving strategy, and advocate as needed to use approaches they find effective.

Spatial anxiety and spatial ability: Mediators of gender differences in math anxiety.

2021 ◽  
Author(s):  
Véronic Delage ◽  
Geneviève Trudel ◽  
Fraulein Retanal ◽  
Erin A. Maloney
Keyword(s):  
Gender Differences ◽  
Spatial Ability ◽  
Math Anxiety

scholarly journals Effectiveness of a Computerized Program in the Treatment of Dyslexia in a Sample of Fourth Grade Students

2020 ◽  
Vol 16 (7) ◽  
pp. 15
Author(s):  
Yahya Hussain AL-Qatawneh
Keyword(s):  
Learning Disabilities ◽  
Learning Styles ◽  
Reading Skills ◽  
Learning Difficulties ◽  
Fourth Grade ◽  
Theoretical Background ◽  
Control Group ◽  
Teaching Reading ◽  
Educational Strategies ◽  
Fourth Grade Students

Dyslexia is a specific learning disorder which has a neurobiological origin and is characterized by the presence of reading difficulties not accounted for by sensory, neurological, or intellectual deficits. Many researches indicated have conducted to study the effect of a computerized program to help students with dyslexia as it has proven its effectiveness in many fields. This study aimed to test the effectiveness of a computerized program in the treatment of dyslexia among the fourth grade students in a sample of Jordanian schools. The study sample consisted of (90) students in the fourth grade for the academic year 2017/2018. They were divided into two groups: a control group and an experimental group: 35 students and 55 students. This study was conducted through the introduction of an educational program to develop reading skills to address the difficulties of learning in reading, where learning is a necessary requirement because of its importance in the lives of students, so it was necessary to focus on learning to read to students at different levels of special needs, including those with learning disabilities who They may need some methods and strategies that suit their different learning styles. Therefore, this study came within the framework of teaching reading for people with learning difficulties in the basic stage. Provide teachers with training skills by training them in the use of the computer program in teaching reading skills, providing a theoretical background on the phenomenon of learning difficulties, especially in the field of reading, its causes and educational strategies for people with learning disabilities, and this helps to provide the necessary educational care for them.

scholarly journals TEACHERS IN OVERCOMING STUDENTS LEARNING DIFICULT MATH IN CLASS IV SDIT ukhuwah Banjarmasin

2016 ◽  
Vol 2 (2) ◽  
Author(s):  
Noor Hasanah
Keyword(s):  
Learning Disabilities ◽  
Teaching Methods ◽  
Mathematics Learning ◽  
Fourth Grade ◽  
Motivation To Learn ◽  
Remedial Program ◽  
Fourth Grade Students ◽  
Division Problems ◽  
Descriptive Method ◽  
Class Iv

This research uses descriptive method is to determine the problem and solve it based on the data, presenting data, and analyze it. The population in this study were all fourth grade students SDIT Ukhuwwat Banjarmasin and selected samples are class IV-A and IV-B classes totaling 72 students. In collecting the data, the technique used is interview, observation and documentation.The research found that the difficulties experienced by students that have difficulty completing a different matter with the sample questions provided by the teacher on word problems, difficulty recalling the formula, and the difficulty in calculating operations multiplication and division problems. Efforts of teachers in addressing students' mathematics learning disabilities that provides the motivation to learn, give variety of teaching methods, use of props, provide adequate exercise and repetitive, and provide repair or remedial program.                                                                                          Keywords: difficulty learning math, math teacher

Teacher Expectancies and the Label “Learning Disabilities”

1976 ◽  
Vol 9 (2) ◽  
pp. 111-114 ◽  
Author(s):  
Glen G. Foster ◽  
Carl R. Schmidt ◽  
David Sabatino
Keyword(s):  
Learning Disabilities ◽  
Academic Progress ◽  
Fourth Grade ◽  
Learning Disabled ◽  
Control Group ◽  
Elementary Grade ◽  
Videotape Recording ◽  
Experimental Group

This study investigates the teacher expectancies created by the term “learning disabled.” Two groups of 22 elementary grade teachers were shown a videotape recording of a normal fourth grade boy engaged in various activities. Prior to viewing the tape, the control group was told that the child was normal while the experimental group was told that the child was learning disabled. After the presentation both groups filled out referral forms for the child on the basis of the tape. The experimental group rated the child more negatively (p<.001) than did the control group. It was concluded that the label “learning disabled” generates negative expectancies in teachers which affect their objective observations of behavior and may be detrimental to the child's academic progress. It is suggested that a system of remediation be adopted that is not based on categories of disability but rather according to the needs of each child.

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