scholarly journals DESCRIPTIVE STUDY OF DYSLEXIA AND DYSGRAPHIA SUFFERED BY IRAQI EFL STUDENTS

2021 ◽  
Vol 03 (03) ◽  
pp. 66-73
Author(s):  
Muna DALAF ◽  
Angham TALIB
Keyword(s):  
Background Knowledge ◽  
Descriptive Study ◽  
Learning Disorders ◽  
College Instructors ◽  
Sufficient Knowledge ◽  
Efl Students ◽  
Specific Learning

One of the important topics of research is the topic of “specific learning disorders”. Not having the sufficient knowledge about such topic will make the instructors confused when it comes to deal with students who have such disorders. In addition, a great amount of the instructors’ efforts and time will be lost. The following study tries to explore the background knowledge of Iraqi EFL college instructors of these disorders. In order to gather the data, two methods were used; the first method is a questionnaire which was given to twenty instructors to be answered. The second method is a number of interviews with a group of other instructors. The results of this study showed that those instructors who participated have contradictory background knowledge about such topic. As a result, it is important to do more workshops that increase the background knowledge of the instructors and make them more capable of dealing with such disorders. ers.

scholarly journals Comorbidities Between Specific Learning Disorders and Psychopathology in Elementary School Children in Germany

2020 ◽  
Vol 11 ◽  
Author(s):  
Linda Visser ◽  
Julia Kalmar ◽  
Janosch Linkersdörfer ◽  
Ruth Görgen ◽  
Josefine Rothe ◽  
...  
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Learning Disorders ◽  
Specific Learning

Specific Learning Disorder among Primary School Children of Sarai Alamgir

2021 ◽  
pp. 1-10
Author(s):  
Noreena Kausar ◽  
Nadia Farhat ◽  
Fauzia Maqsood ◽  
Hafsa Qurban ◽  
Admin
Keyword(s):  
Primary School ◽  
Diagnostic Criteria ◽  
School Children ◽  
Learning Disorders ◽  
Primary School Children ◽  
Learning Disorder ◽  
Cross Sectional ◽  
Reading And Writing ◽  
Specific Learning Disorder ◽  
Specific Learning

Abstract Objective: To examine the frequency of specific learning disorder (SLD) among primary school children of Sarai Alamgir, Pakistan. Methods: The current cross-sectional study was conducted from January to July 2018 in Sarai Alamgir. Multistage stratified sampling technique was used to select the sample from target population (N=914) of school children studying in 3rd and 4th class of six primary schoolsof Sarai Alamgir, Pakistan.Sample of n=837 children was selected through the Taro Yamane formula. Structured Clinical Diagnostic Interviews based on DSM-V (APA, 2013) diagnostic criteria of specific learning disorder were used to collect data. Children were approached in their classes. Screening tool was applied on all selected children to screen out the vulnerable cases. After screening the vulnerable cases, diagnostic criteria of different specific learning disorders were applied on all vulnerable cases. The frequencies and percentages were analyzed to see the frequency  of learning disorder among children. Results:Findings indicate that 174 (20.7%) children were vulnerable to specific learning disorders out of sample of 837 children. Total 13 (7.5%) children were diagnosed as suffering from different specific learning disorders from vulnerable participants. From vulnerable cases, 1(7.7%) childfulfilled the diagnostic criteria of reading impairment, 3 (23.1%) were diagnosed with mathematics impairment, 4 (30.8%) with multiple impairments in mathematics and writing, 1 (7.7%) with multiple impairments in mathematics and reading, 1 (7.7%) with multiple impairments in reading and writing, and 3 (23.1%) children were diagnosed as suffering from multiple impairments in mathematics, reading and writing. Continuous...

scholarly journals Cognitive profiles in bilingual children born to immigrant parents and Italian monolingual native children with specific learning disorders

2016 ◽  
Vol Volume 13 ◽  
pp. 109-116 ◽  
Author(s):  
Anna Riva ◽  
Renata Nacinovich ◽  
Nadia Bertuletti ◽  
Valentina Montrasi ◽  
Sara Marchetti ◽  
...  
Keyword(s):  
Learning Disorders ◽  
Bilingual Children ◽  
Immigrant Parents ◽  
Cognitive Profiles ◽  
Specific Learning

scholarly journals “The Course Was Not Only for the Semester but Also for Life”: Scaffolding Summary Writing for EFL Students Across Academic Disciplines

2020 ◽  
Vol 10 (1) ◽  
pp. 203-212
Author(s):  
Carina Sjöberg-Hawke
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Teaching Practice ◽  
Academic Disciplines ◽  
Teacher Response ◽  
Summary Writing ◽  
Learning Path ◽  
Efl Students ◽  
Specific Learning

It can be a challenge for a university teacher to arrange the teaching of written tasks so that weak foreign language students with differing disciplinary backgrounds can develop their written communication skills. The difficulty is to avoid the focus from becoming just language proficiency. In one course at a technical university in Sweden, three written summaries are scaffolded to address such a challenge. The purpose of this teaching practice paper is to show how employing a specific strategy of repetition facilitates the writing skill development in low-level English language multidisciplinary students. The repeated features are the genre of the task, the writing process used and the occurrences of teacher response. They are organised along a specific learning path so as to encourage the students to build on the knowledge gained in each iteration, between tasks and potentially beyond the course. The paper describes the journey the students take writing the three summaries, working on fulfilling criteria concerned with aspects such as content organisation, coherence and cohesion, and limited grammar errors. A brief analysis of excerpts from one case student’s first and third summaries is included. It is suggested that while the scaffolding can remain the same, the material could be replaced to suit other skills and language level needs.

scholarly journals Language-Related Skills in Bilingual Children With Specific Learning Disorders

2021 ◽  
Vol 11 ◽  
Author(s):  
Anna Riva ◽  
Alessandro Musetti ◽  
Monica Bomba ◽  
Lorenzo Milani ◽  
Valentina Montrasi ◽  
...  
Keyword(s):  
High Frequency ◽  
Low Frequency ◽  
Learning Disorders ◽  
Bilingual Children ◽  
Lexical Knowledge ◽  
Neuropsychological Profile ◽  
Frequency Of Use ◽  
Grammatical Skills ◽  
Semantic Errors ◽  
Specific Learning

Purpose: The purpose of this study is to better understand the characteristics of the language-related skills of bilingual children with specific learning disorders (SLD). The aim is achieved by analyzing language-related skills in a sample of bilingual (Italian plus another language) and Italian monolingual children, with and without SLD.Patients and methods: A total of 72 minors aged between 9 and 11 were recruited and divided into four groups: 18 Italian monolingual children with SLD, 18 bilingual children with SLD, 18 Italian monolingual children without SLD, and 18 bilingual children without SLD. Each child underwent tests to evaluate different aspects of language skills: lexical and grammar, metalanguage and executive functions.Results: With regard to lexical and grammatical skills, the conditions of SLD and bilingualism both impact naming in terms of total number of errors for words with low frequency of use, while the condition of SLD has an effect on semantic errors for words with low frequency of use. The condition of bilingualism impacts on the total errors for words with high frequency of use and on circumlocution-type errors for words with low frequency of use. There were significant effects of bilingualism and SLD on the metalinguistic test for understanding implicit meaning, and an impact of SLD on phonological awareness was also found.Conclusion: The results suggest that both SLD and bilingualism have an effect on some lexical skills, in particular for words with low frequency of use. Both conditions, bilingualism and SLD, seem to impact on metalinguistic abilities that depend on lexical knowledge. These findings reinforce the importance of improving understanding of the neuropsychological profile of bilingual children with SLD.

The Disabled Learner: Early detection and intervention (Modern approaches to the diagnosis and instruction of multi-handicapped children, vol. 8), edited by P. Satz, and J. Ross. The Netherlands: The Rotterdam University Press, 1973, 297 pp., $18.65

PEDIATRICS ◽  
1974 ◽  
Vol 53 (6) ◽  
pp. 958-958
Author(s):  
James J. A. Cavanaugh
Keyword(s):  
Early Detection ◽  
Language Development ◽  
Specific Learning Disability ◽  
Learning Disorders ◽  
Basic Information ◽  
Handicapped Children ◽  
New Methods ◽  
Development Section ◽  
The Disabled ◽  
Specific Learning

In The Disabled Learner editors Satz and Ross present a potpourri of articles previously delivered at a conference held to acquaint physicians, educators and psychologists with new basic information in the field of learning disorders and to review new methods of intervention. The book falls far short of this goal. The biology is naive, the language development section is uninformed, or at least systematically ignores a broad literature in this discipline, and the chapters that deal with specific learning disability and developmental dyslexia are unrewarding.

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