scholarly journals The Effects of Educational Games on EFL Vocabulary Learning of Early Childhood Students with Learning Disabilities: A Systematic Review and Meta-analysis

2021 ◽  
Vol 4 (3) ◽  
Author(s):  
Amr Mahmoud Abdeldaim Mohamed ◽  
Tahany Sabry Kamal Shaaban
Keyword(s):  
Learning Disabilities ◽  
Early Childhood ◽  
Educational Games ◽  
Vocabulary Learning ◽  
Meta Analysis ◽  
Target Language ◽  
Students With Learning Disabilities ◽  
Advantages And Disadvantages ◽  
New Generation ◽  
Early Childhood Students

Educational games play an essential role in the life of the new generation. Although there are many criticisms, many studies focus on the importance of educational games in improving EFL vocabulary learning of early childhood students with learning disabilities in the target language. Researchers have begun to research how games are used in class to enhance vocabulary learning. This paper investigates the effects of educational games on EFL vocabulary learning of early childhood students with learning disabilities based on a literature review. Many studies focus on educational games' effect on various aspects of education. This concept paper aims to shed light on some of the benefits of games and the challenges teachers and early childhood children face in using educational games. This paper's results show that games are used not only for the success of early childhood students with learning disabilities in EFL classes but, more importantly, to motivate them and increase cooperation between children. Additionally, the results indicate that there are advantages and disadvantages of using games to learn English vocabulary.

Science Instruction for Students with Learning Disabilities: A Meta-Analysis

2011 ◽  
Vol 26 (4) ◽  
pp. 188-203 ◽  
Author(s):  
William J. Therrien ◽  
Jonte C. Taylor ◽  
John L. Hosp ◽  
Erica R. Kaldenberg ◽  
Jay Gorsh
Keyword(s):  
Learning Disabilities ◽  
Meta Analysis ◽  
Science Instruction ◽  
Students With Learning Disabilities

A Synthesis and Meta-Analysis of Reading Interventions Using Social Studies Content for Students With Learning Disabilities

2012 ◽  
Vol 47 (2) ◽  
pp. 178-195 ◽  
Author(s):  
Elizabeth Swanson ◽  
Angela Hairrell ◽  
Shawn Kent ◽  
Stephen Ciullo ◽  
Jeanne A. Wanzek ◽  
...  
Keyword(s):  
Learning Disabilities ◽  
Social Studies ◽  
Reading Interventions ◽  
Meta Analysis ◽  
Students With Learning Disabilities

scholarly journals The Use of Distance Learning and E-learning in Students with Learning Disabilities: A Review on the Effects and some Hint of Analysis on the Use during COVID-19 Outbreak

2021 ◽  
Vol 17 (1) ◽  
pp. 92-102
Author(s):  
Donatella Rita Petretto ◽  
Stefano Mariano Carta ◽  
Stefania Cataudella ◽  
Ilaria Masala ◽  
Maria Lidia Mascia ◽  
...  
Keyword(s):  
Learning Disabilities ◽  
Distance Learning ◽  
Future Research ◽  
Students With Learning Disabilities ◽  
Negative Effects ◽  
School Closures ◽  
Advantages And Disadvantages ◽  
The World ◽  
Open Debate ◽  
E Learning

Even if the use of distance learning and E-learning has a long tradition all over the world and both have been used to keep in contact with students and to provide lessons, support and learning materials, there is an open debate on the balance between advantages and disadvantages in the use of distance learning. This debate is even more central in their use to support students with Learning Disabilities (LDs), an overarching group of neurodevelopmental disorders that affect more than 5% of students. The current COVID-19 outbreak caused school closures and the massive use of E-learning all over the world and it put higher attention on the debate of the effects of E-learning. This paper aims to review papers that investigated the positive and negative effects of the use of Distance Learning and E-learning in students with LDs. We conducted a literature review on the relationship between Distance Learning, E-learning and Learning Disabilities, via Scopus, Eric and Google Scholar electronic database, according to Prisma Guidelines. The findings are summarized using a narrative, but systematic, approach. According to the data resulting from the papers, we also discuss issues to be analyzed in future research and in the use of E-learning during the current pandemic of COVID-19.

scholarly journals Self-Regulation of Middle School Students With Learning Disabilities During a Complex Project-Based Science Activity

2019 ◽  
Vol 9 (2) ◽  
pp. 1
Author(s):  
Sheri Berkeley ◽  
Anna Larsen ◽  
Amanda Colburn ◽  
Robert Yin
Keyword(s):  
Middle School ◽  
Learning Disabilities ◽  
Middle School Students ◽  
Educational Games ◽  
Renewable Energy Sources ◽  
Self Regulation ◽  
Project Based Learning ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Actual Performance

Self-regulation is widely considered important for the academic success of students. Yet, there is limited research about how students self-regulate during complex, long-term learning tasks, such as the project-based learning activities that commonly occur as part of science classroom instruction. There is also less known about how atypical learners, including students with learning disabilities (LD), self-regulate academic tasks. The current multiple case study explores these gaps in the research base through an investigation of how middle school students with language-based LDs self-regulated their learning during a complex, science-based project—creation of computerized serious educational games (SEG) about renewable energy sources. Findings from the current study suggest that there is a relationship between attributions that students with LD make for their performance and their self-efficacy for learning, but only under specific conditions. The role of this relationship seems to diminish when a student poorly calibrates perception of ability relative to actual performance and when a student perceives the cost of effort to outweigh the benefit.

Learning Disabilities and Anxiety: A Meta-Analysis

2010 ◽  
Vol 44 (1) ◽  
pp. 3-17 ◽  
Author(s):  
Jason M. Nelson ◽  
Hannah Harwood
Keyword(s):  
Learning Disabilities ◽  
Meta Analysis ◽  
Statistical Significance ◽  
Empirical Literature ◽  
Inclusion Criteria ◽  
Students With Learning Disabilities ◽  
Moderator Effects ◽  
Students With Ld ◽  
Substantial Heterogeneity ◽  
Clinic Hospital

This article presents the results of a meta-analysis of the empirical literature on anxious symptomatology among school-aged students with learning disabilities (LD) in comparison to their non-LD peers. Fifty-eight studies met inclusion criteria. Results indicate that students with LD had higher mean scores on measures of anxiety than did non-LD students. The overall effect size was statistically significant and medium in magnitude ( d = .61) although substantial heterogeneity of results was found. Moderator effects were examined for informant type, gender, grade, publication status, and identification source. Informant type (i.e., self-, parent, or teacher report) explained a significant amount of variability in the sample of studies, and identification source (i.e., school identified or special school and clinic/hospital identified) approached statistical significance. Implications for assessment and intervention are discussed.

Writing Characteristics of Students With Learning Disabilities and Typically Achieving Peers

2016 ◽  
Vol 83 (2) ◽  
pp. 199-218 ◽  
Author(s):  
Steve Graham ◽  
Alyson A. Collins ◽  
Hope Rigby-Wills
Keyword(s):  
Learning Disabilities ◽  
Meta Analysis ◽  
Effect Sizes ◽  
Students With Learning Disabilities ◽  
Writing Quality ◽  
Research And Practice ◽  
Students With Ld ◽  
Weighted Effect ◽  
Typically Achieving ◽  
Calculated Average

There is a general consensus that writing is a challenging task for students with learning disabilities (LD). To identify more precisely the extent and depth of the challenges that these students experience with writing, the authors conducted a meta-analysis comparing the writing performance of students with LD to their typically achieving peers. From 53 studies that yielded 138 effect sizes, the authors calculated average weighted effect sizes, showing that students with LD obtained lower scores than their peers on the following writing outcomes: writing quality (–1.06); organization (–1.04); vocabulary (–0.89); sentence fluency (–0.81); conventions of spelling, grammar, and handwriting (–1.14); genre elements (–0.82); output (–0.87); and motivation (–0.42). Implications for research and practice are provided based on these findings.

scholarly journals A Meta-Analysis of Single-Case Research on Word-Problem Instruction for Students With Learning Disabilities

2020 ◽  
pp. 074193252096491
Author(s):  
Mikyung Shin ◽  
Diane P. Bryant ◽  
Sarah R. Powell ◽  
Pyung-Gang Jung ◽  
Min Wook Ok ◽  
...  
Keyword(s):  
Learning Disabilities ◽  
Word Problem ◽  
Variance Estimation ◽  
Single Case ◽  
Meta Analysis ◽  
Estimation Method ◽  
Implementation Fidelity ◽  
Effect Sizes ◽  
Future Research ◽  
Students With Learning Disabilities

In this meta-analysis of single-case designs, the researchers investigated the effects of word-problem instruction for students with learning disabilities in Grades 1 through 12, as reported in 20 peer-reviewed articles published between 1975 and 2020. A two-level multilevel model with a robust variance estimation method was implemented to calculate the effect sizes. A significant overall effect of word-problem instruction for students with learning disabilities was found, and the results indicate that studies meeting all three quality indicators of implementation fidelity (i.e., adherence, dosage, and regularity) showed greater effects. The average weighted effect sizes of word-problem instruction varied depending on the content and practice standards of the Common Core State Standards for Mathematics. Limitations and future research directions are also discussed.

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