Dyslexic Students Research Articles

Dyslexic Learners Appropriated in the South African Schooling Environment: A Legal and Philosophical Analysis

Learning is more difficult for students with dyslexia, a learning disability that affects 10% of the population. South African dyslexic students face various challenges, including inadequate help and limited access to assistive technology. Their challenges highlight the key laws and regulations protecting dyslexic learners. The goal of laws and regulations is to ensure that these learners receive the necessary accommodations and support. This article addresses these concerns by offering solutions and outlining helpful tools. It has been proven that these tools help dyslexic learners enhance their reading and writing skills and promote their independence. Creating an inclusive learning environment is crucial for fostering positive attitudes toward dyslexia. Increased awareness of this learning problem is needed among educators, parents, and policymakers. This theoretical study was based on the theory of successful intelligence, which made it possible to investigate how students characterise their mastery of the process of becoming teachers and immersing themselves in a curriculum that promotes inclusivity with a psychological-spectrum disease such as dyslexia. The study emphasizes the significance of multi-stakeholder collaboration in improving educational practices for dyslexic learners, despite its theoretical limitations that prevent empirical measurement of tools' impact on learning. This way, dyslexic learners can receive the necessary help and adaptations to succeed.

Prevalence of dyslexia related to mental health problems and character strengths among primary school students in northwest China

ABSTRACT Objective This study aimed to examine the prevalence of dyslexia, mental health problems, and character strengths among primary school students in northwest China. Method Primary school students (N = 2,322) were assessed for dyslexia, strengths and difficulties, self-esteem, bullying, depression, anxiety, and character strengths. The Student’s t-test and χ2 test were used to compare continuous and categorical variables between students with and without dyslexia. Results The estimated prevalence of dyslexia ranged from 4.9% to 6.9% and was highly prevalent among boys. Students with dyslexia reported statistically higher mean scores for emotional symptoms, conduct behaviours, internalizing and externalising problems, as well as total difficulties. Conversely, they exhibited lower levels of prosocial behaviour, expressed lower self-esteem, and reported higher instances of being bullied. Additionally, the prevalences of depression and anxiety symptoms were 36.5% and 26.3%, respectively, among dyslexic students. Signature strengths among students with dyslexia included appreciation of beauty and excellence, love, hope, forgiveness, and judgement. Conclusions These findings underscore dyslexia’s impact on mental health and academic performance in China. Implementing character strength-focused interventions could enhance well-being and academic outcomes among dyslexic primary school students.

Exploring Multisensory in Enhancing Literacy of Dyslexic Students

Exploring Multisensory in Enhancing Literacy of Dyslexic Students

Utilizing Games to Enhance the Learning of Students with Dyslexia: A Systematic Literature Review

While discussions about the learning experiences of dyslexic students have been extensive, the exploration of interventions to address their learning obstacles using technology remains unresolved. This study aims to unpack the pattern use of games to enhance the learning of students with dyslexia using a systematic literature review of thirty-nine articles. The analysis findings reveal a notable increase in interest over the past decade in publications focusing on the utilization of games to enhance the learning experiences of students with dyslexia across various grade levels. The utilization is delineated in ways that exploring innovative approaches to enhance reading skills in dyslexic students through engaging and playful methods gives significant potential progress. The empirical results specifically indicate that employing playful strategies contributes to the enjoyment, motivation, and active participation of students with dyslexia. These can enhance reading skills by bolstering linguistic competence, improving working memory, and enhancing executive functions, thereby significantly supporting the learning process. The encouraging progress in utilizing games to enhance the learning of students with dyslexia underscores the need for research aimed at optimizing both cognitive and non-cognitive factors in their learning experiences.

Development of Audio Visual Basic Big Book Media to Overcome Dyslexia Students in SDN 034788 Panji Dabutar

This research aims to find out whether the Big Book for dealing with dyslexic students is feasible, practical and effective in the learning process. This research uses the Research and Development (RnD) research method with a 4D model (Define, Design, Develop, Dessiminate). The instruments used in this research were interview sheets, validation sheets for media experts, material experts, language experts, questionnaires for homeroom teacher responses and student responses as well as tests conducted pretest-posttest to see the effectiveness of the Big Book in overcoming dyslexic students. The results of this research show that what has been developed received a percentage of 84.16% (media experts), 93.3% (material experts), as well as 100% (homeroom teacher response) and 93% (student response) with very practical criteria. Big Book was also declared effective as seen from the achievement of N-Gain results by getting an N-gain score of 16.44 with an average N-Gain score of 0.782857 with an N-Gain score percentage of 78.28%. Based on the presentation of the results above, it is stated that the Big Book for overcoming dyslexia that has been developed is feasible, practical and effective for use in the learning process. The Big Book developed can help students who have difficulty reading and teachers can use the Big Book as teaching material in the classroom.

Design for the development of a comdyslexic model of inclusive education for dyslexic students

The aim of this study is to obtain expert agreement on the requirements of the main components, the elements within the main components, and the order of priority of the main components for each construct in the design and development of the Comdyslexic model of inclusive education for dyslexic students. In this study, the Fuzzy Delphi method, using seven Likert scales, was employed to gather 19 experts in the field of special education as respondents. The research questionnaire comprises 42 items related to the design and development of the Comdyslexic model, which is divided into three components: the level of teacher knowledge, the teacher's skills and experience, and the level of teacher understanding. Data were analyzed using fuzzy triangle numbering (Triangular Fuzzy Numbers), and the ranking of each variable was determined using the Defuzzification Process. The findings of the study indicate that expert feedback and consensus regarding the elements in the main components of the Comdyslexic model are at a good level. The overall results of the study, through expert consensus, are over 75%, with a threshold value (d) < 0.2 and α-cut over 0.5. Overall, this study is expected to provide benefits and guidance to special education teachers. The presence of the main elements and components in the model is anticipated to have a positive impact on special education teachers in terms of the level of mastery, knowledge, and awareness of the Inclusive Education Program (IEP). The IEP is considered a good long-term strategy to improve the education level of special needs students in our country.

Design Of Pop-Up Letters Card Media Based On Edutainment For Dyslexic Children In Elementary School

This research focuses on the development based on edutainment pop-up letter card media customized for use by dyslexic children in elementary school. Dyslexia poses significant challenges for children in learning to read and write, requiring specialized educational tools to support their learning needs. The developed pop-up letter cards integrate visual, auditory, and tactile elements to create an engaging and multisensory learning experience. By leveraging interactive features and user-friendly design, it is hoped that the development of this media can provide a solution to reading difficulties for dyslexic students in elementary school. The method used in this research is Design Based Research (DBR), the selection of this method is considered appropriate for developing a product that can be one of the solutions to the problems that occur in the field.

Adapting Multisensory Techniques for Dyslexic Learners in English Language Learning: A Case Study Approach

This research investigated the effects of using multimodal teaching methods on the acquisition of English language skills in dyslexic students residing in the Asir area of Saudi Arabia. A quantitative study methodology was used to evaluate the language competency of 30 dyslexic learners before and after the application of the strategies. The learning outcomes were assessed by a comprehensive study that included paired t-tests, Pearson's correlation, multiple regression analysis, and ANCOVA. The findings demonstrated a substantial enhancement in students' performance after the intervention. Moreover, it was observed that the frequency of using the strategies directly correlated with the speed of development. The findings of the multiple regression analysis showed that the frequency of use was the most important predictor of the learning outcomes. Finally, the ANCOVA analysis revealed that different strategies are efficacious when considering students' beginning competence levels. Teachers are advised to include these tactics in their teaching methods and get individualized training on the topic. Ultimately, this research enhances the area of special education by providing substantiated proof that the use of multimodal instruction may provide positive outcomes when educating dyslexic adolescents.

Longitudinal Observation of Text Reading Fluency in 1st Graders with and without Dyslexia

Objectives: Text reading fluency is an important skill for students using Korean which has a transparent orthography system. This study longitudinally observed text reading fluency in Korean first-grade students with and without dyslexia over 3 semesters. Methods: Forty children with dyslexia and forty typically developing children participated in the study. They were grouped based on their performance at the beginning of the second grade. All students exhibited normal levels of listening comprehension and nonverbal intelligence. Over the three semesters, participants read six texts at various decoding levels. We then analyzed the number of correctly read syllables per 10 seconds, text reading accuracy, and speed. Results: Both the dyslexia and typically developing group showed significant differences in the number of syllables read per 10 seconds at all time points. Text reading accuracy improved significantly from first to second semester of first grade for both the dyslexia and typically developing group. By first semester of second grade, students with dyslexia achieved approximately 80% accuracy. While dyslexic students’ reading speed significantly improved from second semester of first grade to the first semester of second grade, they remained slower than typically developing students. Typically developing students showed consistent improvements in reading speed across all time points. Conclusion: When intervening with lower-grade students with dyslexia in Korea, it’s crucial to conduct not only decoding but also text-level fluency activities. Providing individualized texts that are decodable for dyslexic children seems to be essential.

Application of Cooperative Learning Model Integrated Reading and Composition (CIRC) Assisted By Flashcardmediato Improve Reading Comprehension Ability of Dyslexic Students In Elementary Schools Providing Inclusion Education

This study intends to describe the Cooperative Integrated Reading Composition (CIRC) learning model's deployment with the use of Flashcard media and the improvement in dyslexic students' reading comprehension skills following the use of the CIRC model with Flashcard media. Research of this kind is referred to as classroom action research. This study's focus was on one student with special needs, namely dyslexia in class VI. The research site is at SDN Banjarworo II, Bangilan District, Tuban Regency. This study was conducted in two cycles, with each cycle consisting of one meeting. This research is class action research using a qualitative and qualified approach. The stages or steps carried out are (1) the planning stage, (2) the implementation stage, (3) the observation stage, and (4) the reflection stage. Data collection techniques use interview techniques, observations, tests, and documentation. Research instruments are interview sheets, observation sheets, and test sheets. Research results: At the stage of implementing the application of the CIRC model assisted by flashcard media, students pay attention to text and reading and make initial predictions. With the assistance of teachers, dyslexic students work in groups and practice doing presentations and class discussions, then do the reading comprehension ability test questions. In cycle 1, the assessment of teacher activities in implementing the CIRC learning model assisted by flashcard media was 80% with the criteria "good" and experienced an increase in cycle II of 95% with the criteria "excellent". The assessment of the activities of class VI dyslexic students in following the learning process using the CIRC learning model assisted by flashcard media was 70% with the criteria "good" and experienced an increase in cycle II by 85% with the criteria of "excellent". For the assessment of the reading comprehension ability of dyslexic students in the first cycle, which is 65, this score is still insufficient because it is below the school's KKM score. In the second phase, the assessment of reading comprehension ability increased to 80. This shows that the application of the Cooperative Integrated Reading and Composition (CIRC) learning model assisted by flashcard media can improve the reading comprehension ability of grade VI dyslexic students at SDN Banjarworo II, Bangilan District, Tuban Regency.

Teaching English to Elementary Dyslexic Students

Teaching English to Elementary Dyslexic Students

Descriptive Study of Child Identification and Assessment Implementation Dyslexia in Bandung

Identification and assessment are important activities for early detection of children with special needs. Assessments are carried out to determine conditions and characteristics, abilities, obstacles, and strengths, as well as needs. This research aims to describe the implementation of identification and assessment, identify the obstacles experienced in implementing identification and assessment of dyslexia students, and explain the solutions in implementing identification and assessment of dyslexia students. This research uses a descriptive method with a qualitative approach, with data collected. Through interviews, observation, and documentation. Based on the research results, the implementation of identification and assessment of dyslexia students at the X Intervention Lab in Bandung is not optimal. Barriers to the implementation of identification and assessment of dyslexia students include understanding dyslexia, the process of identifying and assessing dyslexia, parental support, and collaboration with educational experts and professional staff. Solutions applied in the implementation of identification and assessment of dyslexia students include studying and understanding dyslexia as well as carrying out identification and assessment, collaborating with students' parents, dealing with dyslexia students directly by researchers without having to refer them to experts, and preparing creative media to help dyslexia students read.

ANALISIS KEMAMPUAN MEMBACA SISWA DISLEKSIA DENGAN METODE ORTON GILLINGHAM

In elementary schools that have not implemented an inclusion system, there are some students who experience difficulties in the reading process which is called dyslexia. This study aims to see how the activities and learning outcomes of dyslexic students improve reading skills using the Orton Gillingham method. The approaches and methods in this study are descriptive qualitative. Observation, interview, and documentation are techniques used to collect data and then analyzed qualitatively. The research subjects were two dyslexic students at SDN Kedunglukuk 1 Candi Sidoarjo. Based on the results of the study it can be concluded that the learning activities of dyslexic students during learning using the Orton Gillingham method can make dyslexic students motivated and active during learning activities while the learning outcomes of dyslexic students using the Orton Gillingham method can improve reading skills, because the learning process involves all the senses so that it can make it easier for students memorize letters. The Orton Gillingham method is considered very helpful in facilitating dyslexic students in the process of learning to read.

Mainstreaming Slow Pace Learners Through Mobile Assisted Language Learning: A Case of Bengali Primary Level Students with Dyslexia

Every child has the right of taking education. The rights of having education of the children who have learning disabilities come forward in recent decades. The main aim of this thesis was to explore how Mobile assisted language learning tools can help the dyslexic children in mainstreaming education. Towards attaining the broad objectives, the study has also focused on some relevant objectives such as, to assist students with dyslexia in mainstreaming by focusing on phonological, morphological, and syntactical awareness, introducing dyslexic students to a multi-sensory learning system, to propose a focused device to assist dyslexic students in dealing with phoneme-grapheme harmonization, which are crucial in reading, to identify the perceptions about dyslexia among parents and teachers. Qualitative study was applied for this study where five dyslexic students were played main role as sample. Moreover, four teachers and five parents have also a role of assisting sample. The study was conducted from a Government Primary School in Dhaka, Bangladesh. The study showed that children having dyslexia have more difficulties in reading the voiced sounds, multisyllabic words, rhyming sentences. Furthermore, they have problems of sentence repetition, naming and timing knowledge. The study also demonstrated that parents and teachers play very negative role with these children that causes them to demotivate in terms of going school regularly. The major findings of the study showed that mobile assisted language learning tools help these dyslexic students to develop their skills in a tremendous way. The main reason is that they can hear a sound or word as many times possible as they want compared to the classroom where they have not the opportunity to ask several times. After using the tools, they felt more motivated and encouraged and most importantly they started enjoying their learning. Though government and many organizations have taken many activities to promote mainstreaming education, the opportunity of mainstreaming the dyslexic students is yet to develop.

СИСТЕМНИЙ АНАЛІЗ ОСВІТНІХ ІНСТРУМЕНТІВ НА ОСНОВІ ШТУЧНОГО ІНТЕЛЕКТУ ДЛЯ ЛЮДЕЙ З ІНВАЛІДНІСТЮ: ДОСВІД ІНДІЇ

Artificial Intelligence (AI) plays a multifaceted role in educating impaired people and has significantly enhanced the learning experience of disabled students. AI is emerging as an influential tool that enhances accessibility, personalizes the learning process, and promotes inclusivity in educating students with disabilities. For visually disabled students, AI-powered braille devices help the children learn and rehearse braille independently. AI can be incorporated into mobile applications and learning platforms invented to help dyslexic students in India. These apps provide many features to make learning fun for learners with disabilities. The Notebook platform utilizes Machine Learning algorithms that provide students with a personalized learning experience. AACDD makes the process of learning easy for children suffering from neuro-developmental disorders. Augmenta11y app utilizes AR (Augmented Reality) to display the content in a form that dyslexic children can easily understand. DYSXA app provides many features for making learning fun for learners with disabilities. Using automation and the latest technologies, Stamurai provides speech therapy to such people at a meager cost. The authors have analyzed and discussed more AI tools developed to help disabled students with education. With the use of these tools, children with disabilities can communicate better, receive an inclusive education, be more accessible, be mentally prepared, and lead independent lives. These tools have shown promising potential in supporting children with disability. It is observed that AI holds much potential to strengthen the learning experiences of disabled students by providing them with personalized support and alleviating the difficulties they face in reading, writing, and learning a language with accuracy.

Effectiveness of Quizizz in Improving Reading Skills among Dyslexic Students

Effectiveness of Quizizz in Improving Reading Skills among Dyslexic Students

Which Are the Needs of People with Learning Disorders for Inclusive Museums? Design of OLOS®—An Innovative Audio-Visual Technology

This paper proposes an innovative methodology for enhancing museum accessibility and inclusivity for visitors with specific learning disorders (SLDs) using audio-visual interfaces based on patented technology. The approach involves analyzing user preferences and dyslexic students’ self-assessments through two questionnaires. This study gathered 126 responses from both SLD-certified individuals and those without intellectual disabilities for the first questionnaire and over 1300 responses exclusively from SLD-certified individuals for the second. Results suggest practical solutions such as new visual effects, gamification methods, and user-friendly informational materials linked to an AI system. These findings serve as guidelines for developing technology to improve museum accessibility, particularly for individuals with SLDs.

THE USE OF PICTURE MEDIA SERIES AS LEARNING MEDIA FOR DYSLEXIA SYMPTOMS STUDENTS

This research aims to determine the effectiveness of using serial image media as a learning medium to help dyslexia symptoms students' reading abilities. The sample of this study consisted of 2 dyslexia symptoms students in class II-1 MIN 11 Banda Aceh. This research method has used pre-experimental with a one group pre-test-post-test design. Data were collected through treatment procedures by using serial image media. Then, the techniques of analysis are using normality tests and hypothesis testing. The research results show that the use of serial image media can improve effectively the reading ability of dyslexia Symptoms students and learning activities besides reading motivation of dyslexia students have increased either. So it can be concluded from the research results that Ha is accepted and Ho is rejected, in other words there is a difference in the level of reading ability before and after the use of serial image media in dyslexic students at MIN 11 Banda Aceh.Key Word: Pictures Series

The Challenges Involved in Teaching Biblical Hebrew to Students With Dyslexia: Some Observations

ABSTRACTStudying Biblical Hebrew is increasingly considered a viable option for students with dyslexia. This presents particular challenges not just for the students but also for their teachers, because the pedagogical methods for teaching ancient languages have traditionally depended on strategies that create difficulties for dyslexic students. This paper outlines the particular challenges of Biblical Hebrew for teachers of students with dyslexia and makes some proposals for addressing those challenges. Responding to dyslexia research, this paper considers the effects of phonological, morphological, and other deficits; outlines teaching and assessment strategies; and argues that learning Biblical Hebrew can be a transformative experience for students with specific learning difficulties.

Use of recommendation models to provide support to dyslexic students

Dyslexia is the most widespread specific learning disorder and significantly impair different cognitive domains. This, in turn, negatively affects dyslexic students during their learning path. Therefore, specific support must be given to these students. In addition, such a support must be highly personalized, since the problems generated by the disorder can be very different from one to another. In this work, we explored the possibility of using AI to suggest the most suitable supporting tools for dyslexic students, so as to provide a targeted help that can be of real utility. To do this, we relied on recommendation algorithms, which are a branch of machine learning, that aim to detect personal preferences and provide the most suitable suggestions. We hence implemented and trained three collaborative-filtering recommendation models, namely an item-based, a user-based and a weighted-hybrid model, and studied their performance on a large database of 1237 students’ information, collected with a self-evaluating questionnaire regarding all the most used supporting strategies and digital tools. Each recommendation model was tested with three different similarity metrics, namely Pearson correlation, Euclidean distance and Cosine similarity. The obtained results showed that a recommendation system is highly effective in suggesting the optimal help tools/strategies for everyone, with an error less then 12%. As a further evidence of the effectiveness of the implemented system, its precision was 0.85 and its recall was 0.83. The best performing filter was the hybrid one, when Pearson’s correlation is used to measure the distance among users and/or items. In addition, in a final testing performed on 50 students, dyslexic students who used the recommendation algorithm increased their academic scores of almost 1 point in a 1 to 10 scale, showing higher learning performance compared to students who did not use it. This demonstrates that the proposed approach is successful and can be used as a new and effective methodology to support students with dyslexia.