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 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.

scholarly journals Pandemik COVID-19: Cabaran Pengajaran dan Pembelajaran (PDP) Pendidikan Islam Dalam Pendidikan Khas Bagi Pelajar Orang Kurang Upaya (OKU) Masalah Pembelajaran Di Malaysia

2021 ◽  
Vol 5 (1) ◽  
pp. 127-138
Author(s):  
Azman Ab Rahman ◽  
Syed Salim Syed Shamsudin ◽  
Nurul Nadia Nozlan ◽  
Muhd. Faiz Abd. Shakor ◽  
Afaf Sukari
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Teaching And Learning ◽  
Movement Control ◽  
Islamic Education ◽  
Educational Institutions ◽  
Learning Material ◽  
Students With Learning Disabilities ◽  
Control Order ◽  
Novel Coronavirus

Novel Coronavirus (2019-nCoV), also known as COVID-19, has surprised the country worldwide. The COVID-19 pandemic has had significant implications for communities around the world in general and Malaysia in particular. COVID-19 has caused various sectors to be affected by the spread of the COVID-19 pandemic, including educational institutions in Malaysia. This matter also concerns Islamic Education teachers in Special Education because the Teaching and Learning process (PdP) of Islamic Education with students with learning disabilities (OKU MP) had to be implemented online. Thus, the study's objective is to identify the PdP method used by teachers of Islamic Education in Special Education and the challenges faced when conducting PdP with OKU MP during COVID-19. This study uses a qualitative method by using a questionnaire approach and documentation to collect data for the study objectives. The study found that identifying specific and appropriate techniques before starting the PdP with students with learning disabilities is the primary method in the PdP of Islamic Education during COVID-19. The main challenges in the PdP of Islamic Education for OKU MP students are issues related to technological facilities as well as matters of commitment of students and parents, skills and expertise of teachers as well as the lack of Supported Learning Material (BBM) while continuing the PdP online due to the implementation of Movement Control Order (MCO) by the Malaysian government. Researchers hoped that this study could help teachers and OKU MP face the challenges to continue the PdP of Islamic Education during COVID-19 and reference educational institutions in improving the PdP process for OKU students in Malaysia in general. Keywords: Teaching and Learning (PdP), Islamic Education, Special Education, Students with Learning Disabilities, COVID-19 Abstrak Negara telah digemparkan dengan satu wabak yang dinamakan sebagai Novel Coronavirus (2019-nCoV) atau dikenali juga sebagai COVID-19. Bencana wabak COVID-19 ini telah memberi implikasi yang besar kepada masyarakat di seluruh dunia secara umumnya dan Malaysia secara khususnya. Hal ini telah menyebabkan pelbagai sektor turut terkesan dengan penularan wabak COVID-19 tersebut termasuklah institusi Pendidikan di Malaysia. Perkara ini turut memberi kebimbangan kepada para guru Pendidikan Islam dalam Pendidikan Khas kerana proses Pengajaran dan Pembelajaran (PDP) Pendidikan Islam dalam Pendidikan Khas bersama pelajar Kurang Upaya Masalah Pembelajaran (OKU MP) perlu dilaksanakan secara atas talian. Justeru, objektif kajian ini dijalankan adalah untuk mengenal pasti kaedah PDP yang digunakan oleh para guru Pendidikan Islam dalam Pendidikan Khas dan cabaran yang dihadapi sewaktu menjalankan PDP bersama para pelajar OKU MP sewaktu COVID-19. Kajian ini menggunakan kaedah kualitatif dengan menggunakan pendekatan soal selidik dalam mengumpulkan data bagi mencapai objektif kajian. Hasil kajian mendapati bahawa kaedah mengenal pasti teknik tertentu dan bersesuaian sebelum memulakan PDP bersama OKU MP merupakan kaedah utama dalam PDP Pendidikan Islam sewaktu COVID-19. Cabaran utama dalam PDP Pendidikan Islam pelajar OKU MP adalah isu berkaitan kemudahan teknologi selain isu komitmen pelajar dan ibu bapa, kemahiran dan kepakaran guru serta kekurangan Bahan Bantu Mengajar (BBM) sepanjang meneruskan PDP secara atas talian disebabkan perlaksanaan Perintah Kawalan Pergerakan (PKP) yang dilaksanakan oleh kerajaan Malaysia. Kajian ini diharapkan dapat membantu para guru dan pelajar OKU MP dalam mendepani cabaran yang dihadapi bagi meneruskan PDP Pendidikan Islam sewaktu COVID-19 serta menjadi rujukan kepada institusi pendidikan dalam menambah baik proses PDP bagi pelajar OKU di Malaysia secara umumnya. Kata Kunci: Pengajaran dan Pembelajaran (PDP), Pendidikan Islam, Pendidikan Khas, Masalah Pembelajaran, COVID-19.

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 5+1 Newspaper Organizer: A Classroom Strategy for Developing Students’ Reading Skill

2021 ◽  
Vol 7 (1) ◽  
pp. 111-121
Author(s):  
Nurlina Nurlina ◽  
Supiani Supiani ◽  
Iwan Perdana
Keyword(s):  
Junior High School ◽  
Reading Ability ◽  
Teaching And Learning ◽  
Qualitative Method ◽  
Reading Skills ◽  
Reading Skill ◽  
Learning Activities ◽  
Effective Strategy ◽  
Implicit Information ◽  
Main Ideas

The objectives of this study are to investigate the implementation of the 5+1 Newspaper Organizer as a strategy in developing the students’ reading skills and to find out the students’ and teacher’s responses when the 5+1 newspaper organizer strategy is implemented at the teaching and learning activities. The qualitative method is employed in this study in which the data are collected from observation, interview, and documentation at a junior high school in South Kalimantan province, Indonesia. The findings report that the use of 5+1 newspaper organizer contributed positively to students’ reading skill because it helped them find main ideas, the meaning of words, and the explicit and implicit information of the text easily. They worked collaboratively by sharing ideas and learning texts together. They were also engaged with the strategy and felt happy, enthusiastic, and active at the reading class because the teacher gave the students with more opportunity to work in a group without feeling shy or doubt to learn it. Therefore, the 5+1 Newspaper Organizer is an effective strategy for developing students’ reading ability.

Differences in Mathematics Performance between Students with Learning Disabilities and Students with Mild Retardation

1994 ◽  
Vol 60 (6) ◽  
pp. 549-563 ◽  
Author(s):  
Rene S. Parmar ◽  
John F. Cawley ◽  
James H. Miller
Keyword(s):  
Learning Disabilities ◽  
Mental Retardation ◽  
Problem Solving ◽  
Curriculum And Instruction ◽  
Mathematics Performance ◽  
National Council ◽  
Mild Mental Retardation ◽  
Students With Learning Disabilities ◽  
Basic Concepts ◽  
Mild Retardation

Many educators use the term “mildly disabled” to refer to both students with learning disabilities and those with mild mental retardation, who are frequently placed together in classrooms and provided with similar curricula. This study examined the performance of a large sample of students in both groups, age 8–14 years, in four mathematics domains: Basic Concepts, Listening Vocabulary, Problem Solving, and Fractions. Results indicated that the students with learning disabilities scored higher and had greater growth rates than did age-equivalent students with mild mental retardation. Implications for curriculum and instruction include discussions of choice of topic and timing, sequence, and intensity of instruction, particularly regarding the 1989 recommendations of the National Council of Teachers of Mathematics.

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.

scholarly journals Disguised Blessings amid Covid‑19: Opportunities and Challenges for South African University Students with Learning Disabilities

2021 ◽  
Vol 9 (1) ◽  
pp. 107-118
Author(s):  
Ndakaitei Manase
Keyword(s):  
Higher Education ◽  
Learning Disabilities ◽  
University Students ◽  
Students With Disabilities ◽  
Teaching And Learning ◽  
Mental Health Problems ◽  
Students With Learning Disabilities ◽  
Online Systems ◽  
Challenges And Opportunities ◽  
Remote Learning

The Covid‑19 pandemic has led to changes from traditional face-to-face teaching and learning to online systems. These changes have resulted in a concerted focus by local and international scholars on how some students are disadvantaged from accessing pedagogy due to a lack of resources and supportive living conditions that enable meaningful off‑campus learning. Simultaneously, disabilities in higher education is getting international attention, too, highlighting how students with disabilities are vulnerable to further exclusions and mental health problems. This article focuses on the pedagogical arrangements during the Covid‑19 pandemic and the challenges and opportunities associated with online and remote learning for university students with learning disabilities. The article draws on the narratives of fifteen students with learning disabilities from a university in South Africa. An analysis of students’ narratives within the Capability Approach’s concept of conversion factors revealed how circumstances could enable or constrain students’ abilities to achieve what they value in higher education. Students’ narratives show that they engage better with online and remote learning despite some notable challenges. In conclusion, the pedagogical arrangements aimed at alleviating the disruptions caused by the Covid‑19 pandemic can address the unmet educational needs of students with learning disabilities even though they have to overcome specific barriers.

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