The Role of Prompt Fading in Teaching Self-Questioning for Improved Text Comprehension: Evidence from a Single-Case Study

Offenders with learning disabilities

Upper elementary students with persistent reading difficulties require specialized interventions beyond conventional instruction. This study investigated the effectiveness of integrating Montessori methods with contextual learning approaches to enhance early reading abilities in fifth-grade students at risk for learning disabilities. A quasi-experimental one-group pretest-posttest design was employed with two fifth-grade male students (aged 10 years) identified with severe reading deficits at SDN 013 Sangatta Selatan, Indonesia. The four-week intervention incorporated Montessori materials (sandpaper letters, movable alphabets, picture-word cards) with contextual connections to students' daily experiences. validated 20-item early reading assessment measuring syllable reading, word recognition, and sentence comprehension was administered pre- and post-intervention. Both participants demonstrated substantial improvements, with mean scores increasing from 27.5% (pretest) to 85% (posttest), representing a 57.5 percentage-point gain. Subject MT improved from 25% to 80% (55% gain), while Subject MA progressed from 30% to 90% (60% gain), both achieving or exceeding the 80% proficiency threshold. Observational data corroborated quantitative findings, showing increased engagement and reduced task avoidance. The Montessori-based contextual approach effectively enhanced early reading abilities in upper elementary students with persistent reading difficulties. The integration of multisensory, concrete materials with real-world contextualization provided accessible pathways to literacy acquisition for students unresponsive to traditional instruction, suggesting promising applications for inclusive literacy education.

Deficits in phonological information processing in upper elementary students with specific learning disabilities in reading or spelling may increase, decrease, or remain stable over time. The authors examined the development of phonological processing longitudinally in 209 students (109 with learning disabilities and 100 typically achieving; n = 127 boys) in Germany, from grade 3 to grade 5 (ages 8–11; mean age at recruitment = 8 years 6.78 months, SD = 5.39 months). Latent change score models revealed that the development of rapid automatized naming was best described as a decreasing deficit, whereas a persistent deficit in phonological awareness was observed. Differences between students with and without learning disabilities regarding the phonological loop increased over time. Further, there were no developmental differences as a function of reading versus spelling deficits. Theoretical and practical implications are discussed.

This study aims to determine the social skills of children with learning disabilities in Inclusive Schools. This research method used a quantitative descriptive approach. The subjects of this research were 20 teachers who teach children with learning disabilities at Inclusive Elementary School. The data collection technique used a closed questionnaire with the Guttman scale arranged based on aspects of social skills and that has been validated. To analyze the results of the study, researchers used descriptive statistics with predetermined category s. The results of the analysis showed that the social skills of children with learning disabilities were categorized as low with a percentage of 60%, moderate with a percentage of 10%, and high with a percentage of 30%. Therefore, the development of a social skills-based learning model is needed for children with learning disabilities in Inclusive Schools to improve their social skills.

This study aims to explore the needs of social skills-based learning models for inclusive schools for children with learning disabilities. The research method used was a quantitative descriptive approach. The research subjects were teachers who teach children with learning disabilities in eight inclusive elementary schools in Surakarta. The technique to get the data collection used was a structured questionnaire with Likert scale. Then, it was analyzed using descriptive statistical analysis techniques by categorizing i.e. The analysis results showed that the level of needs of a social skills-based learning model for children with learning disabilities was very high with final percentage of 83%. Therefore, it was necessary to develop a skill-based learning model for children with learning disabilities in an inclusive school to assist teachers in developing social skills for children with learning disabilities.

In recent years, many studies showed positive effects of implementing mindfulness practices according to some cognitive and psychical well-being measurements among many participants; especially, adolescents and adults. Few studies appeared on the effectiveness of mindfulness practices for students with learning disabilities. Therefore, this study aimed to assess the effectiveness of mindfulness training programs on the impulsivity levels for participants with learning disabilities in inclusive elementary schools in Saudi Arabia. Thirty participating children with learning disabilities were divided randomly into two equivalent groups (experimental and control groups). Pre-and post-assessment using the Barratt Impulsivity Scale (BIS-11, Patton et al., 1995) were completed before and after the end of mindfulness sessions scheduled for ten weeks. Results indicated that the experimental group of children with learning disabilities significantly reduced their impulsivity in all impulsivity scale domains on the BIS-11. The authors discussed the impact of mindfulness intervention in reducing the impulsive behavior of students with learning disabilities. Finally, implications and recommendations were also noted in this study. Received: 30 March 2021 / Accepted: 5 June 2021 / Published: 8 July 2021

<p><em>This research aims to know the feasibility level of Web-based Video Modelling Media for Social Skills of Autistic Students in Inclusive Elementary School in Surakarta. The current study used quantitative design as the research method. The test procedure used is Alpha Testing and Beta Testing. The subject of this research were autistic students at Inclusive Elementary School in Surakarta. The technique of data collection is done by a questionnaire. Data analysis using quantitative data analysis. The research results obtained were that Web-based Video Modeling Media for Social Skills of Autistic students received an assessment of 83.7% from media experts, 87.47% from material experts, and 88.5% from from IT experts and 89.01% from users candidate. So it can be infered that video modeling media for the social skills of autistic students is very decent for used to learning the social skills of autistic students in inclusive elementary schools in Surakarta</em></p>

This article investigates the function of Metalinguistic Awareness (MLA) in preparing preservice teachers (PSTs) to instruct students from diverse linguistic backgrounds. It examines the level of MLA among PSTs, their opportunities for learning and educating learners from diverse backgrounds, and their acquisition of MLA knowledge and teaching skills. The literature review highlights the positive effects of MLA on language instruction and learning, including its advantages in analyzing language properties, enhancing proficiency, facilitating language acquisition, and enhancing cognitive development and comprehension skills in bilingual students. However, the review reveals a dearth of MLA in PSTs and highlights the need to improve teacher education programs to better support students from diverse linguistic backgrounds. The study proposes the incorporation of service-learning and multicultural education programs in order to enhance the preparation of PSTs, emphasizing the significance of intercultural reflection and accommodating English language learners. It highlights the significance of MLA in the teaching and learning process as well as the consequences of inadequate training for PSTs. Future research should concentrate on a comprehensive examination of MLA and its implementation in preservice teacher education. In conclusion, this study highlights the significance of MLA in multilingual learning and the need to improve PSTs' understanding of linguistic diversity. By investigating MLA among PSTs at a private university in Pakistan, this study aims to contribute to the improvement of teacher education programs and ensure that PSTs possess the necessary knowledge and skills to effectively support diverse learners.

This paper presents an observational study conducted at one of the South African Universities, which is undergoing a transformation aimed at acknowledging and incorporating indigenous languages. While the positive response to the Language Policy of Higher Education (LPHE) is laudable, certain aspects of this transformation still fail to recognize the importance of indigenous languages as sources of knowledge. The primary objective of this paper is to shed light on scenarios where multilingualism, specifically through translanguaging, is acknowledged and utilized to enhance students' comprehension of academic materials, particularly for non-speakers of Setswana who are learning the language for communicative purposes. The findings of a focus group discussion revealed that multilingual students possess valuable funds of knowledge that deserve recognition in teaching and learning contexts. Consequently, this paper emphasizes the necessity of recognizing and utilizing multilingualism not only for communicative purposes but also for academic purposes. It advocates for the adoption of a translanguaging approach in teaching and acknowledges students' language practices as a means to provide access to social justice for multilingual students. In conclusion, this study underscores the importance of recognizing the role of multilingualism in academia and highlights the need to move beyond a solely communicative focus. By incorporating translanguaging practices and acknowledging students' diverse linguistic backgrounds, educational institutions can promote equitable access to education and foster social justice for multilingual learners.

Language interference refers to deviations from the rules of the target language due to the influence of a speaker’s first or second language. This study aims to identify and analyze the forms of English language interference experienced by multilingual students, providing an empirical foundation for developing inclusive and linguistically responsive English language education that accommodates learners’ diverse linguistic backgrounds. Employing a qualitative case study design, the research focuses on students from the English Language Education Program at the University of Muhammadiyah Luwuk, who use multiple languages in their daily lives. Data collection instrument was interview. The findings reveal two primary forms of interference in students’ English communication: phonological and syntactic interference. Phonological interference stems from sound similarities students’ source language and English, while syntactic interference arises from the influence of first and second language syntax on English sentence construction. These findings underscore the importance of understanding learners’ linguistic backgrounds as a basis for fostering more inclusive English language teaching practices in multilingual classrooms.

The essential acquisition and development of digital skills in students and teachers is of vital importance for the teaching-learning process. That is why teaching strategies provide a support resource for developing skills that enable effective performance in the digital environment within the educational sphere. The objective of this study was to design a teaching strategy for developing skills in upper elementary students at the San Jacinto Educational Unit, located in a rural area. This study employs a descriptive design with a cross-sectional, non-experimental approach, incorporating both qualitative and quantitative methods. Using the empirical method, a survey was administered to students based on the ECODIES -40 v.2 questionnaire and another to teachers based on the “DigCompEdu Check-In” v.2021 instrument, both validated and based on the European Digital Competence Framework DigComp and DigCompEdu. The results revealed the heterogeneity of digital competencies among the student population in the five areas of digital competency. Among the main findings, the deficiencies presented by students could be a clear indication that educational institutions and other actors in the education system are not assuming their respective roles in the acquisition, development, and strengthening of digital competency skills.

Expository writing may be especially difficult for elementary grade students due to lack of background knowledge and unfamiliar text structures. A text structure writing intervention aimed at teaching students to write informational text using text structures has been shown to have promise for improving the informational text writing of upper elementary grade students using small group instruction (Reading and Writing, 31, 2115–2145; Reading and Writing: An Interdisciplinary Journal, 31, 2165–2190; Learning Disabilities: A Multidisciplinary Journal, 23, 35–55. ). There are disadvantages to small group instruction, however, because it requires additional resources. In the current study, 41 students in grade 4 were randomly assigned to receive the Structures Writing intervention or BAU narrative writing instruction. Both groups received instruction in a large group setting. At posttest, students who received the Structures Writing intervention statistically significantly outperformed the control group on researcher-created measures of simple description, compare/contrast, sequence, problem–solution, and cause-effect writing. Results indicated no differences between on distal reading outcomes. The intervention components completed within the allotted time-frame were completed with a high degree of fidelity (97%), providing an indicator of usability. However, students only fully completed 57% of lesson activities, indicating that it is not feasible to complete the lessons within a 30-min time frame. The discussion highlights the Structures Writing intervention as a promising approach for improving informational text writing skills of fourth grade students with moderate to large effect sizes that support findings of a prior pilot test. A larger efficacy trial is warranted following revision of the lessons to shorten lesson duration.

The purpose of this study was to introduce about mathematic assessment is a process of obtaining data or information about the mastery of a student's mathematical skills as an ingredient in preparing a learning program. With this mathematics assessment can be known obstacles, difficulties and needs of students especially in the field of mathematic, so that the learning program will be in accordance with the potential students because it is tailored to what is required of students. This research study was conducted at elementary school of inclusive precisely at SDN Sukagalih I Bandung City based learning in setting of inclusive education. This research study is motivated by the existence of a first-grade student who has disabilities learning in mathematics, the ability of the mathematical prerequisite mastery of the classification of objects by color. The results of the research can provide a profile picture of student data information, the data obtained from the results of the development of systematic and formal mathematical assessment. After doing the development of mathematics assessment then the teacher gets important related information: 1. process the analysis of students’ learning needs, especially in the field of mathematics, 2. preparing the learning program planning according to student learning needs, 3. Designing procedural of method remedial program.

Reading is an essential language skill in students’ educational success. However, reports have shown that the most prevalent type of academic difficulties among secondary school students with learning disabilities is reading difficulties. Previous studies focused more on interventions to improve reading comprehension achievement of students with learning disabilities than on the influence of metacognitive strategies on students’ reading comprehension achievement. This study, therefore, investigated the influence of metacognitive awareness of (before, during and after) reading strategies on the reading comprehension achievement of students with learning disabilities in Senior Secondary Schools (SSS) in Ibadan, Nigeria. The study adopted a descriptive research design. A sample of 100 students with learning disabilities was purposively selected from nine SSS in Ibadan, Nigeria. Instruments used were Academic records, Screening Checklist for Suspected Learning Disabilities, English Language Achievement Test, Metacognitive Awareness of Reading Strategies Questionnaire and the Reading Comprehension Test. Data collected were analyzed using the Multiple regression analysis at 0.05 level of significance. There was a joint contribution of the independent variables (metacognitive awareness of before, during and after reading strategies) to reading comprehension achievement (F(3,96)=3.61; R2=0.101). The result also reveals the relative contributions of metacognitive awareness of reading strategies (before, during and after) to the reading comprehension achievement among students with learning disabilities as follows: before (β = 0.25), after (β = 0.23) and during (β = -0.17) reading strategies. The study concludes that metacognitive awareness of (before, during and after) reading strategies influence reading comprehension achievement of students with learning disabilities. It is therefore recommended that students with learning disabilities should be trained on the use of metacognitive (before, during and after) reading strategies for improved reading comprehension achievement.

Prevention Model Takes Off in Schools: A New Approach for Learning Disabilities