scholarly journals مشکلات القراءة والکتابة لدى الطلبة ذوی صعوبات التَّعلُّم فی المرحلة المتوسطة کما یراها معلمو اللغة العربیة فی مدینة جدة Reading and Writing Problems among Students with Learning Disabilities in the Middle Schools from the Arabic Language Teachers Perspective in Jeddah

2020 ◽  
Vol 11 (2) ◽  
pp. 81-111
Author(s):  
سـامر عبد الحمید الحسـانـی ◽  
خلود الفارسی
Keyword(s):  
Learning Disabilities ◽  
Middle Schools ◽  
Arabic Language ◽  
Language Teachers ◽  
Students With Learning Disabilities ◽  
Reading And Writing ◽  
Writing Problems

Word Processing with Speech Synthesis and Word Prediction: Effects on the Dialogue Journal Writing of Students with Learning Disabilities

1998 ◽  
Vol 21 (2) ◽  
pp. 151-166 ◽  
Author(s):  
Charles A. MacArthur
Keyword(s):  
Learning Disabilities ◽  
Word Processing ◽  
Speech Synthesis ◽  
Word Processor ◽  
Students With Learning Disabilities ◽  
Word Prediction ◽  
Dialogue Journals ◽  
Dialogue Journal ◽  
Writing Problems ◽  
Journal Entries

Five students, ages 9 and 10, with learning disabilities and severe writing problems wrote in dialogue journals to their teacher. They used a standard word processor during baseline phases and a word processor with speech synthesis and word prediction features during treatment phases. The special features had a strong effect on the legibility and spelling of written dialogue journal entries for four of the five students. During baseline, the writing of these four students ranged from 55% to 85% legible words and 42% to 75% correctly spelled words. All four increased their percentage of both legible and correctly spelled words into the 90–100% range.

scholarly journals Arabic Language Teachers’ Engagement with Published Educational Research in Kuwait’s Secondary Schools

2017 ◽  
Vol 6 (2) ◽  
pp. 20
Author(s):  
Hamed A. Alhumidi ◽  
Sani Yantandu Uba
Keyword(s):  
Secondary Schools ◽  
Educational Research ◽  
Sampling Strategy ◽  
Arabic Language ◽  
Language Teachers ◽  
Reading And Writing ◽  
Research Literacy ◽  
Quota Sampling ◽  
Teachers Professional Development ◽  
Organisational Cultures

This study investigates Arabic language teachers’ engagement with published educational research in Kuwait’s secondary schools. The study employs 170 participants across six educational regions in the country by using a quota sampling strategy. It used a questionnaire in eliciting their engagement with published educational research. The data were analysed by using simple percentage to describe the scenarios of their engagement with the published educational research. The results show that there is a lack of encouragement and support by their institutions in relation to teachers’ engagement with published educational research. It also indicates that the findings of the study do not relate to their practical teaching.This study recommends that there should be raising of awareness of the teachers on the importance of published educational research. Researchers should be cognizant of the needs of teachers and important roles that teachers could play in the implementation of the findings of the research. It also suggests the development of teachers’ capacity-building such as teachers’ research literacy. This could assist teachers to develop their reading and writing, as well as engaging with published educational research. Again, the study advocates the development of organisational cultures which could support teachers’ engagement with research. This might help in developing teachers’ professional development in relation to their engagement with published educational research.

Instructional Strategies Used by General Educators and Teachers of Students with Learning Disabilities

1997 ◽  
Vol 18 (3) ◽  
pp. 174-181 ◽  
Author(s):  
Mary Ellen Drecktrah ◽  
Berttram Chiang
Keyword(s):  
Learning Disabilities ◽  
Instructional Strategies ◽  
Direct Instruction ◽  
Whole Language ◽  
General Educators ◽  
Teaching Reading ◽  
Students With Learning Disabilities ◽  
Philosophical Approach ◽  
Reading And Writing ◽  
Thematic Units

A survey was conducted to determine the instructional strategies used by special education teachers and general educators in teaching reading and writing, their philosophical approach (direct instruction or whole language), and what influenced teachers in making their philosophical decision. a 21-item questionnaire was completed by 183 elementary teachers of second and fifth grades and teachers of students with learning disabilities. the results indicated that the most important factor influencing respondents' philosophical decisions in teaching reading and writing is their teacher training program emphasis. results also indicated that the majority of respondents believe that a combination approach using both direct instruction and whole language is effective. the most commonly used instructional strategies by respondents include journal writing, writers' workshop, tradebooks, sustained silent reading, individualized reading, guided reading, and thematic units.

scholarly journals An Exploration of EFL Teachers’ Experience with Learning Disability Training

2020 ◽  
Vol 13 (1) ◽  
pp. 114-134
Author(s):  
Jimalee Sowell ◽  
Larry Sugisaki
Keyword(s):  
Learning Disabilities ◽  
Foreign Language ◽  
Learning Disability ◽  
English Language ◽  
Language Teachers ◽  
Students With Learning Disabilities ◽  
Efl Teachers ◽  
English Language Teachers ◽  
Language Instructors

Approximately ten percent of learners have some sort of learning disability. This means that all English language instructors will encounter students with learning disabilities and could encounter students with learning disabilities in each class. Research has shown that different countries have varying degrees of infrastructure for identifying and accommodating learning disabilities. However, little research on the degree to which English language teachers in English as a Foreign Language (EFL) contexts have received training for learning disabilities has been carried out. This study had three goals: first, to identify whether the participants in the study, all of whom were EFL instructors, had received training for identifying and accommodating students with learning disabilities; second, among the teachers who had received training, to find out specifically the types of training they had received; and finally, to find out whether training had helped these teachers develop competence in assisting students with learning disabilities. The data were collected through a survey of past and current EFL teachers. Overall, the findings revealed that the majority of English language teachers surveyed had little to no training for accommodating learning disabilities, and the majority indicated that they did not feel confident assisting students with learning disabilities. Recommendations from this study include creating greater awareness for identifying and accommodating learning disabilities in EFL contexts among administrators and teachers as well as suggestions for EFL teachers to improve their knowledge of learning disabilities independently.

scholarly journals Outbound as The Alternative Method to Have Fun Arabic Learning

ALSINATUNA ◽  
2018 ◽  
Vol 3 (2) ◽  
pp. 244
Author(s):  
Jauhar Ali
Keyword(s):  
Arabic Language ◽  
Language Teachers ◽  
The Other ◽  
New Method ◽  
Religious Knowledge ◽  
Religious Texts ◽  
Reading And Writing ◽  
Language Class ◽  
Alternative Method ◽  
Short Time

As muslims, we understand that Arabic language is very urgent for thedevelopment and improvement of our religious knowledge and practices. Manymuslim students have willingness to master the language to be able to communicateand understand religious texts, which are mostly written in Arabic. Most of them,however, are not interested in Arabic language class, due to the difficulties in terms ofpronunciation, reading, and writing. Understanding the expressions and grammaticalfeatures (al-Nahwu and Al-Sharf) are the other challenges that the students cannothandle in short time and the themes are boring. In brief, there is an assumption thatstudying Arabic is difficult.The questions, then, are how to change the assumption?, and what are the bestmethod and strategy for students in studying the language in an enjoyable, fun, andsupportive atmosphere? These questions show both reality and challenge, especiallyfor the Arabic language teachers and lecturers, that there is a need to change theconventional teaching of Arabic language and at the same time, to find a new methodand real actions to answer the above questions. This article offers a new method ofteaching which focuses not only on teaching of Arabic language but also enjoyable,fun, and full of spirit atmosphere. The method is called by “outbound using fungames” or “outbound fun games”.

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.

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