Abstract
The academic performance of dyslexic students’ needs a lot of attention both from teachers as well as parents. Teachers must be well trained and have the expertise to carefully manage the class of dyslexic students. For this purpose, identifying dyslexic students, classroom management teacher-parent participation and awareness could play an important role in enhancing the academic performance of dyslexic students. The current study aims to investigate the indirect effects of awareness on the relationship between identifying dyslexic students, classroom management teacher-parent participation, and academic performance of students. Nonprobability convenience sampling was used. 372 participants participated in the survey. AMOS-SEM was used for data analysis. Measurement and structural models were developed. It was found that all the scales were found reliable and valid. Moreover, all the direct and indirect relationships were also found positive and significant. Awareness and teacher-parent participation were found most dominant factors on basis of beta values.
Highlights
Learning disability among students is the most debated issue that impedes their learning and causes lower academics and grades (Hamalainen et al, 2013)
Dr Reid Lyon (1995) chief of the Child Development and Behavior Branch of the National Institute of Child Health and Human Development at the National Institutes of Health defined learning disability as an “explicit language-based disorder result into difficulties of a single word decoding, typically reflecting lack of phonological processing”
This study focused on the issues of awareness and identification of dyslexia among the female students to find the answer to problem understudy i.e. how to solve/ help the female students with dyslexia in secondary schools
Summary
Learning disability among students is the most debated issue that impedes their learning and causes lower academics and grades (Hamalainen et al, 2013). Dr Reid Lyon (1995) chief of the Child Development and Behavior Branch of the National Institute of Child Health and Human Development at the National Institutes of Health defined learning disability as an “explicit language-based disorder result into difficulties of a single word decoding, typically reflecting lack of phonological processing”. He further reported that “these issues in single word decoding are generally related to the age, cognition and academic abilities. These problems are often difficult to be identified and recognized and may result in numerous problems for students results in lower grades/ performance of students the effects of dyslexia reach well beyond the institution and classroom (Fletcher & Reschly, 2005)
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