Background: It is a challenging task to teach students who get diagnosed with a specific learning difficulty. Given that they can easily get distracted, they need more support than students without ...any disability. Accordingly, the use of any instructional technology that could attract their attention might have a positive impact on their learning process. Therefore, it is important to investigate the effects of augmented reality technology which combines real and virtual elements that might attract students' attention and interest in the learning process of students diagnosed with specific learning difficulties to offer them an effective educational environment.
Purpose: The purpose of this study is to determine the effects of augmented reality technology on the learning of science concepts by students with a specific learning difficulty.
Methods: A multiple-probe design was implemented for all of the participants. The sample of the study consisted of four sixth-grade students who were diagnosed with specific learning difficulties by general hospitals. One of these students was included in the pilot study and the other three in the main study.
Results: The general results of the study showed that augmented reality technology was effective in supporting the learning of students with a specific learning difficulty and these students were willing to use augmented reality technology, finding it attractive.
Conclusion: Further studies should investigate the impacts of augmented reality technology on students' emotional processes. Additionally, the design processes of augmented reality-supported instructional materials can be examined.
The purpose of this pilot study was to determine whether positive results from a word-problem intervention implemented one-to-one contributed to similar outcomes when implemented in small groups of ...three to four students. Third-grade students experiencing mathematics difficulty (N = 76) were randomly assigned to word-problem intervention (n = 56) or business-as-usual comparison (n = 20). Intervention occurred for 13 weeks, 3 times per week, 30 min per session. Multilevel models revealed the intervention condition significantly outperformed the BaU on a proximal word-problem outcome, corroborating results from our prior individual intervention. When comparing student performance in the individual versus small-group intervention, findings suggest students received added benefit from the individual intervention. The word-problem intervention successfully translated to a small-group setting, which holds important implications for educators working with students in supplemental, targeted, or Tier 2 mathematics intervention settings.
Each of students appealingly is entitled to gain a chance to achieve a satisfactory academic performance. In other words, s/he has the same opportunity to gain satisfactory learning outcomes. As the ...matter of fact, every student has various differences both in terms of intellectual abilities, talents, interests, willingness, attention, participation, family background, attitudes, and study habits that sometimes very conspicuous between one to another. Consequently, they receive diversity in satisfactory learning outcomes. This study aims to illustrate the improvement of students' understanding in diagnostic lectures of learning difficulties through tutorial teaching using method of Classroom Action Research (PTK). The subjects of the study were students enrolled in one of the difficulty diagnostic lecture sessions during semester of January - June 2016 amounted to 37 people. This research used observation format as research instrument through tutorial activity, diagnostic PTK diagnostic instrument and answer sheet. Data was analysed applying descriptive statistical techniques, whereas the analysis of diagnostic PTK instruments of learning difficulties based on scores obtained by the students and described in tabulation. The results of this study revealed that there is an improvement in student understanding in diagnostic lecture of learning difficulties through tutorial teaching.
The 'dyslexia debate' is resilient. In the media, a key component of the debate is the notion that dyslexia does not exist, popularised by a series of vociferous commentators. For them, dyslexia is ...an invention of overly-concerned parents, supported by a clique of private educational psychologists willing to offer a diagnosis - for a fee - even where no condition exists. In academic circles, especially psychology, dyslexia critiques are also present. In these, the principal argument is that the term 'dyslexia' is unhelpful - more an emotive word designed to attract funding, than a clearly defined scientific condition. Such arguments stand against other research in psychology, and discussion has become contentious. Largely missing from both sides of the debate, however, is a historical perspective. In this article, the origins of the dyslexia debate are traced, showing how queries about the term's efficacy have marked dyslexia's history since it was first identified in the 1870s. Through this tracing, this account seeks to move discussion beyond the existing either/or binary of dyslexia's existence.
This study tests the Bottleneck Hypothesis (BH) that functional morphology presents the greatest difficulty in second language acquisition by examining Chinese English as a foreign language (EFL) ...learners’ knowledge of both functional morphological properties and core syntactic properties across three language proficiency levels. Specifically, this study compares Chinese EFL learners’ grasp of subject–verb agreement (a functional morphological property) vs. their grasp of the syntactic formation rules (properties) of WH-questions including WH-movement, WH-do-insertion (i.e. the insertion of the auxiliary do), and WH-do-inversion (subject–auxiliary inversion): three core syntactic transformation rules. Analyses of the experimental results using generalized mixed-effects models yield complex results that generally support the BH. While subject–verb agreement was found to be persistently more difficult than WH-movement and WH-do-inversion, it was shown to pose essentially the same level of difficulty as WH-do-insertion due to the fact that the latter also involves the application of the functional features of SV-agreement and tense, i.e. the high level of difficulty of WH-do-insertion likely lies in its accompanying application of functional features. Possible explanations for the complex results and their implications are discussed.
Mathematical learning difficulties (MLD) refer to a variety of deficits in math skills, typically pertaining to the domains of arithmetic and problem solving. The present study examined the time ...course of attentional orienting in MLD children with a spatial cueing task, by parametrically manipulating the cue-target onset asynchrony (CTOA). The results of Experiment 1 revealed that, in contrast to typical developing children, the inhibitory aftereffect of attentional orienting - frequently referred to as inhibition of return (IOR) - was not observed in the MLD children, even at the longest CTOA tested (800 ms). However, robust early facilitation effects were observed in the MLD children, suggesting that they have difficulties in attentional disengagement rather than attentional engagement. In a second experiment, a secondary cue was introduced to the cueing task to encourage attentional disengagement and IOR effects were observed in the MLD children. Taken together, the present experiments indicate that MLD children are sluggish in disengaging spatial attention.
Dyslexia as a Multifactorial Disorder Surushkina, S. Yu; Yakovenko, E. A.; Chutko, L. S. ...
Neuroscience and behavioral physiology,
03/2021, Volume:
51, Issue:
3
Journal Article
Peer reviewed
Open access
This review of the scientific literature addresses studies of dyslexia. Different views of the roles of genetic and external factors in the etiology and pathogenesis of this disorder are discussed. ...Results from neuropsychological and neurophysiological studies evidencing impairments to particular parts of higher mental functions in dyslexia are presnted. The main types of cognitive deficit seen in dyslexia are discussed: impairments to a number of measures of attention and working memory, decreases in information processing speed, and insufficiency of new skill automation processes. These data indicate that dyslexia is a multifactorial disorder with multiple deficits.
Students with specific learning difficulties (SpLD) often appear to experience poorer educational and occupational outcomes than their peers. It is important to consider how these outcomes may be ...perpetuated by stereotypes and stigma associated with SpLD. One hundred and fifty-four primary (elementary) school teachers from the United Kingdom were presented with vignettes describing students with and without SpLD, and asked to provide information regarding how they would respond to these students. Results suggested a divergent response, with teachers exhibiting lower expectations of students with SpLD. When these students experienced failure, teacher feedback was more positive, frustration was lower, sympathy was higher, and expectation of future failure was stronger for students with SpLD. This response could be interpreted as being based in a deficit medical view of SpLD that uses stereotyped and stigmatised information rather than actual student abilities. This should not be the intention or result of inclusive educational practice.
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