Methods of resource room management for teachers of learning disabilities in English language in light of some variables

This study aimed at identifying the methods of managing the resource room for teachers of English language learning disabilities in the light of some variables. The study population consisted of all (60) teachers of English language learning disabilities in the upper basic stage in Irbid Governorate. The sample of the study consisted of (30) female and male teachers. The study used the descriptive methodology, for which a questionnaire was developed to collect and test data. The results of the study showed that the democratic method ranked first with a mean score of (4.13) and a standard deviation of (0.59), and the autocratic method came in the second rank with a mean score of (2.30) and a standard deviation of (0.57). The laissez-faire method came in the last rank with a mean score of (1.96), and a standard deviation of (1.96).

Improving Reading Comprehension for Adolescents With Language and Learning Disorders

The present case study illustrates the use of explicit text structure intervention for expository reading comprehension with three adolescents with language learning disabilities (LLD). We investigated whether it was feasible to provide direct instruction on the identification of signal words that denote compare–contrast relations between concepts, the purpose and nature of expository text structures, and the use of graphic organizers to assist in retell of target passages and compare/contrast text comprehension. The intervention was effective in improving participants’ text structure identification, signal word recognition, and comprehension of compare–contrast text. This preliminary case study demonstrates that a short-term text structure intervention is feasible and can benefit adolescents with LLD who struggle with expository reading comprehension. Implications for clinical and educational services and future directions for research are provided.

Challenges Faced by Language Learning Disabilities Primary Students in Learning English as Second Language

This paper reports on a study carried out to explore challenges faced by primary level Language Learning Disabilities (LDs) students in learning English as a Second Language (ESL) in Pakistan. The data was collected through a quantitative (close-ended) questionnaire filled in by 100 and a qualitative (open-ended) questionnaire filled by 10 Primary English language teachers in Pakistan. The findings revealed that language LDs hinder the development of literacy and oral skills of primary ESL learners. The study concluded that in order to improve the English language learning of students with language LDs, there is a need to assure the provision of teacher training facilities, application of sensorial activities, and establishment of good rapport between the teaching staff, school administration and parents of students with language LDs.

The Relation Between Academic Word Use and Reading Comprehension for Students From Diverse Backgrounds

Purpose The aims of the current project were twofold: (a) to describe the use of academic words in written language samples by fifth-grade students and (b) to examine the predictive relation between academic word use in academic writing and reading comprehension. Method Investigators utilized written expository responses of 1,128 students in fifth grade who differed in English proficiency and language ability. The sample included 214 students who were English learners (ELs) and 144 students with identified language learning disabilities (LLD). Group differences in the use of academic words from the Coxhead word list were examined. Results ELs and students with LLD used academic words less frequently than their peers and demonstrated less variety in their academic word use. There was a significant relation between students' use of academic words and reading comprehension. Academic word use accounted for 16% of the variance in reading comprehension, which was not significantly different for ELs or students with LLD. The relation was moderated by economic advantage, with the strength of the relation being lower for students who were eligible for free/reduced lunch. Conclusions Findings support the need for additional research on ways to improve academic vocabulary skills to minimize achievement gaps. The relation between academic word use and reading comprehension warrants further consideration.

Connective Use in Academic Writing by Students With Language Learning Disabilities From Diverse Linguistic Backgrounds

The aims of the current project included to (a) describe the use of connectives in written language samples by fifth grade students, (b) examine differences in connective use between groups who differed in English proficiency and exceptionalities, and (c) examine the predictive relationship between connective measures and writing quality ratings. Investigators utilized written expository responses of 1,128 students in fifth grade who differed in English proficiency and language ability. The sample included 214 English learners and 144 students with language learning disabilities (LLD). Group differences were examined in the use of advanced connective words in academic writing. Regression analysis was used to examine connective measures as predictors of overall writing quality rating. Students with LLD used advanced connectives less frequently than their peers and demonstrated less variety in their connective word use. Two connective measures (total number of advanced connectives and the ratio of connectives) were significant predictors of writing quality. Findings support the need for additional efforts to improve the use of cohesive devices in academic writing for students with LLD to minimize achievement gaps.

Helping People with Language Learning Disabilities Using Native Mobile Voice Recognition — Exploring Its Limits and Advantages

This article presents an intelligent system for people with language learning disabilities called MarLuc. MarLuc aims to improve people’s skills in their native language rather than a second language. The system was born as a tiny Computer Assisted Language Learning (CALL) web-based application targeted to improve pronunciation. Later it became a Mobile Assisted Language Learning (MALL) application and has therefore incorporated some powerful native resources such as voice recognition present on mobile devices. Working with personal mobile devices has brought new exciting possibilities, including but not limited to easy access to native voice recognition and the utilization of bots. In this study, we will show the advantages and some limitations of using native Siri or Android based voice recognition.