scholarly journals L’uso delle mappe mentali per l’apprendimento della lingua francese

EL LE ◽  
2021 ◽  
Author(s):  
Veronica Benzo
Keyword(s):  
University Students ◽  
Learning Difficulties ◽  
Mental Maps ◽  
Educational Objectives ◽  
Specific Learning

It is easy to teach a good student who shows no difficulty in learning. A greater commitment is necessary however, with a learner who is unable to follow the set pace and pursue the set educational objectives. This paper is the fruit of a collaborative, didactic experience centered on the use of mental maps which has led to excellent results. This tool is often associated with didactics for learners who have specific learning difficulties. We have used mental maps in the organizational stage of learner’s study, for their presentations, in the review stage and for their written French work, increasing both the performance and concentration of university students.

Succeeding against the odds

2015 ◽  
Vol 33 (3) ◽  
pp. 232-247 ◽  
Author(s):  
Cecilia C Lo ◽  
Mantak Yuen
Keyword(s):  
University Students ◽  
Learning Difficulties ◽  
Small Scale ◽  
University Graduates ◽  
Open Discussion ◽  
Research Questions ◽  
Inquiry Method ◽  
Specific Learning ◽  
Structured Questionnaire ◽  
Analyze Data

This small-scale exploratory study identified strategies used by three intellectually very able university students with specific learning difficulties for maintaining motivation on their path to achievement. All three participants were located in Hong Kong. The research questions were: (a) What coping strategies are used by intellectually very able university students with specific learning difficulties? (b) What are the critical influences driving and supporting their motivation to achieve? A narrative inquiry method was used to obtain and analyze data. Two gifted university graduates and one undergraduate, all with specific learning difficulties, were interviewed using a semi-structured questionnaire and open discussion. Data indicated that they developed strategies to cope largely in response to adverse learning environments. The support of significant persons, such as parents and teachers, were also seen to be essential for sustaining their motivation to achieve. Implications for supporting university students with specific learning difficulties are briefly discussed.

ART AS MEANS OF TRAINING AND CREATIVE POTENTIAL DEVELOPMENT IN CHILDREN AND STUDENTS WITH SPECIFIC LEARNING DIFFICULTIES

2019 ◽  
Vol 7 (1) ◽  
pp. 28-39
Author(s):  
Ani Zlateva
Keyword(s):  
Learning Process ◽  
Learning Difficulties ◽  
Creative Potential ◽  
Learning Abilities ◽  
School Subjects ◽  
Potential Development ◽  
Specific Learning

The article examines some modern deffinitions of system of difficulties in learning process which children and students experience. Тhe main understanding of the educational difficulties and the children experiencing them have outlined. The creative potential these children have is presented by the studies of authors from different countries. The development of their giftedness and talent in different art fields could be used as means of improving their learning abilities in various school subjects, in which they experience difficulties.

scholarly journals Comparison on Well-Being, Engagement and Perceived School Climate in Secondary School Students with Learning Difficulties and Specific Learning Disorders: An Exploratory Study

2021 ◽  
Vol 11 (7) ◽  
pp. 103
Author(s):  
Elisabetta Lombardi ◽  
Daniela Traficante ◽  
Roberta Bettoni ◽  
Ilaria Offredi ◽  
Mirta Vernice ◽  
...  
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Learning Difficulties ◽  
Well Being ◽  
Control Group ◽  
Learning Disorder ◽  
School Students ◽  
Specific Learning Disorder ◽  
The Impact ◽  
Specific Learning

Reading and writing skills influence the social status of students, exerting effects not only on learning, but also on wellbeing. This study aimed to assess the impact of diagnosis of specific learning disorder on well-being in secondary-school students, comparing students with a diagnosis of specific learning disorder (SLD-group), students showing learning difficulties without diagnosis (LD-group) and students without learning difficulties (control-group). Students were tested with neuropsychological screening tests in order to identify learning difficulties and were further assessed by means of psychological and school well-being questionnaires. The results show that LD group perceive themselves as having a low sense of mastery and autonomy, less interest and engagement in daily activities and low peer social support than their schoolmates. This result highlights, for the LD group, a low well-being experience, which is not observed in the SLD and control groups. On the contrary, SLD group students do not differ from control group students in any dimensions except for the perceived parents’ support and involvement in school life, in which the SLD group show the highest scores. This work underlines the importance of having a diagnosis as it seems to work as a protective factor for both the psychological and school well-being of the student.

scholarly journals The Effect of The POW + C-SPACE Strategy on Writing Skills of Students with Specific Learning Difficulties Attending Classes in the Resource Room

2021 ◽  
Vol 8 (3) ◽  
pp. 242-253
Author(s):  
Kürşat ÖĞÜLMÜŞ
Keyword(s):  
Writing Skills ◽  
Learning Difficulties ◽  
The Self ◽  
Strategy Development ◽  
Study Group ◽  
Resource Room ◽  
Story Writing ◽  
Independent Variable ◽  
Multiple Probe ◽  
Specific Learning

In this study, the POW + C-SPACE (Pick my idea - Organise my notes - Write and say more + Characters – Setting – Purpose – Action – Conclusion - Emotions) strategy shaped on the basis of the Self-Regulated Strategy Development Model (SRSDM) was presented through teachers working in the resource room, to evaluate the effects on story-writing skills of the students with Specific Learning Difficulties (SLD). The study was designed with the multiple probe model with probe phase between subjects. The independent variable of the research is the POW + C-SPACE strategy presented through the teachers working in the resource room. The dependent variable is the story writing levels of the children with SLD who are educated in the resource room. The study group consists of three teachers and their students with SLD in the resource room. The POW + C-SPACE strategy was presented to the students with SLD through the teachers working in the resource room. As a result of the study, it was concluded that when the teachers in the resource room presented the POW + C-SPACE strategy, it effectively developed the students' story writing skills.

scholarly journals Low Auditory-Verbal Cognitive Profile: Α “Risk Factor” for Specific Learning Difficulties in Preschool Children in Greece

Psychology ◽  
2021 ◽  
Vol 12 (02) ◽  
pp. 181-204
Author(s):  
Eleni Bonti ◽  
Maria Sofologi ◽  
Maria Efstratopoulou ◽  
Aikaterini Katsiana ◽  
Georgia Papantoniou ◽  
...  
Keyword(s):  
Risk Factor ◽  
Preschool Children ◽  
Learning Difficulties ◽  
Cognitive Profile ◽  
Specific Learning
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