The usage of RPGS as an interdisciplinary method of teaching dyslexic students

The aim of this paper is to present a different viewpoint on the educational process through the usage of- adjusted to educational needs - RPGs (Role Playing Games), emphasizing on an interdisciplinary teaching in both cognitive and social-emotional level, which will offer intervention and simultaneously the improvement of the academic weaknesses for dyslexic students. RPGs -in any form- may be a powerful and unique teaching tool so that learning can be fun and meaningfully constructive to the dyslexic learners

Prevalence of Scotopic Sensitivity Syndrome among Arab Students with and without Learning Disabilities

Scotopic Sensitivity Syndrome (SSS) is neurologically caused by a dysfunction of magnocellular and parvocellular cells in the Lateral Geniculate Nucleus (LGN) of the thalamus. The SSS negatively affects the speed and movement of visual stimuli especially those related to academic skills. Because of the comorbidity of the SSS and learning disabilities (LDs), erroneous diagnoses may be made in differentiating between them, and this led the international scholars and researchers to focus on differential diagnosis. In the Arab context, it is essential to find an Arab indicator of the prevalence of the SSS among students with and without LDs. This research aims at determining the prevalence of the SSS among Arab students with and without LDs, as well as to identify the SSS prevalence in dyslexic students. A total of 1657 participants visited Irlen’s clinics in the Arab states. The participants' data are obtained from 6 of these clinics. The results indicated that the general prevalence rates of SSS are 31% among students without LDs, 45% among students with LDs, and 55% among dyslexic students. These rates are in favor of male students.

Dylematy związane z włączaniem uczniów dyslektycznych do systemu edukacji

Dilemmas related to the inclusion of dyslexic students into the education system. The aim of the article was to present opportunities to include dyslexic students into the process of education in mainstream schools. The text constitutes an overview of a set of rules to allow for the better functioning of dyslexic students in the educational system. I also wanted to present a holistic view of cooperation between specialists, school teachers and the parents of pupils with dyslexia. Keywords: dyslexia, inclusion, special educational needs students, English as a foreign language, English as a second language, English as an additional language

Dyslexia in Higher Education

People can best help dyslexic students once they understand dyslexia's association with anxiety and effective coping strategies, both cognitively and emotionally. By highlighting the perspectives of dyslexic students, this book evidences the prevalence of anxiety in dyslexic communities. The shared experience from a range of dyslexic learners pinpoints best practice models and helps combat the isolation felt by many with learning difficulties. The author targets academic areas where students struggle, offering techniques to overcome these barriers. Such obstacles are not always due to cognitive factors but may be associated with negative experiences, leading to fear and uncertainty. Recounting these sticking points through student voices, rather than from a staff viewpoint, enables readers to find meaningful solutions to dyslexia-related problems. Through this dynamic methodology, the book shows researchers and practitioners how to understand dyslexic needs on an emotional level, while presenting dyslexic readers with practical coping methods.

Educational Intervention through a Board Game for the Teaching of Mathematics to Dyslexic Greek Students

The main purpose of this study was to investigate the effectiveness of an intervention strategy in teaching mathematics based on a board game, using the curriculum of mathematics in Greece, called Adapted Analytical Programs (A.A.P.). This research was conducted on secondary students in Greek General Schools over a period of five weeks. One hundred and twenty-four 12-to-13-year-old dyslexic students participated in the study. A pre-test and a post-test with exercises in the chapter of fractions were used to assess the improvement in students’ performance. The assessment showed that this intervention strategy improved dyslexic students’ performance. Τhe results of the research indicate that integrating a board game adapted to mathematics into the secondary school curriculum could have positive effects on dyslexic students.

PENGARUH SCRABBLE VERSUS PETUALANGAN MAHARAJA DAN MOTIVASI BELAJAR TERHADAP KEMAMPUAN MEMBACA ANAK DISLEKSIA

ABSTRAKPenelitian ini bertujuan untuk mengetahui perbedaan scrabble versus petualangan maharaja pada motivasi membaca siswa disleksia, mengetahui perbedaan motivasi tinggi dan rendah pada kemampuan membaca siswa disleksia, dan mengetahui interaksi antara permainan dan motivasi pada kemampuan membacasiswa disleksia. Metode Penelitian menggunakan eksperimen. Sampel penelitian ini sebanyak 8 siswa. Teknik pengambilan sampel menggunakan teknik purposive sampling.Teknik analisis data menggunakan Anava dua jalur dengan nilai signifikansi sebesar α = 0,05. Hasil penelitian menyimpulkan bahwa ada perbedaan scrabble versus permainan petualangan maharaja pada motivasi membaca siswa disleksia, ada perbedaan motivasi tinggi danrendah pada kemampuan membaca siswa disleksia, dan ada interaksi antara permainan dan motivasi pada kemampuan membacasiswa disleksiaAbstractThis study aims to determine the difference between scrabble versus maharaja adventure on the reading motivation of dyslexic students, knowing the difference between high and low motivation on the reading ability of dyslexic students, and knowing the interaction between play and motivation on the reading ability of dyslexic students. Research methods using experiments. The sample of this study were 8 students. The sampling technique uses purposive sampling technique. Data analysis technique used two-way Anava with a significance value of α = 0.05. The results of the study concluded that there were differences in scrabble versus maharaja adventure games on the reading motivation of dyslexic students, there were differences in high and low motivation on the reading ability of dyslexic students, and there was an interaction between games and motivation on the reading ability of dyslexic students.

Analysis of Factors Affecting Academic Career: Clustering of University Students with Dyslexia in Italy

This study was designed to explore learning experiences of university students with dyslexia and factors that could contribute to their success in the university career. Indeed, whereas great efforts have been made to diagnose dyslexia and to mitigate its effects at primary and secondary school, little has been done at the university level in particular in the italian context. In this paper we used bivariate association tests and cluster analysis, in order to identify the most suitable compensatory tools and support strategies that can facilitate the students’ performance. Data were obtained by voluntary participation of university students with dyslexia to an ad-hoc implemented questionnaire Results of our study reveal the importance of an earlier diagnosis and treatment for dyslexia with specific programs, in particular the support from association of dyslexic students has been shown as the most important one. Moreover, from the cluster analysis we identified six groups of students by defining specific support tools and learning strategies for each group. The findings have to be considered as the starting point for the implementation of artificial intelligence-based platform. In fact, the creation of dyslexia profiles can allow us to identify student-specific tools for supporting the academic career of dyslexic students.

Effects of Integrating Glossarial Visualization of Virtual Reality in Students’ Learning

This study was conducted to evaluate how the Glossarial Visualization Program of Virtual Reality (VR) technology affects the visual interactivity among Chinese Rural Dyslexic Students in social studies content. The study employed a qualitative research method, where students were selected to engage in virtual reality, after which access an article online and write a reflection of the article. Writing samples and interviews were used to review the responses. The research was conducted in a high school in Quanzhou, China. The results proved that virtual reality technology could give rural dyslexic students the advantage of visual compensation and stimulate their interests in learning social studies content to improve the quality of teaching. So, it is a great innovative approach to explore the significance of reforming rural dyslexic students' teaching mode.