Dyslexic Students Research Articles

Need Analysis of Dyslexia Students in English Reading Comprehension Instructions

The challenges of learning English as a foreign language presented issue for dyslexia students who had deficiencies in reading comprehension involving information processing, concentration, and sensory motor skills. The aims of this research were to describe the dyslexia students’ needs in English reading comprehension. The sample consisted of 117 dyslexia students aged 13-16 years old from Karya Murni Special Needs School and Ananda Karsa Mandiri School, North Sumatra, Indonesia. The data were in the form of descriptive qualitative research which was taken from interview, questionnaire, and test. The results of this research proved the analysis of: (1) the physical, emotional, and social characteristics of dyslexia students, (2) the characteristics of dyslexia students’ learning style and testing reading comprehension test, (3) the need analysis for dyslexia students in teaching method in the classroom, (4) the need analysis of dyslexia students in reading comprehension, (5) the factors why dyslexia students had difficulty in English as a foreign language, and (6) the factors why dyslexia students had difficulty in English reading comprehension. With needs analysis, it was expected the identification of necessities, lacks, and wants could be formulated properly as a basis to prepare English reading teaching materials.

The Effectiveness of Training Package based on Executive Functions of Delis-Kaplan on Reading skill of Dyslexic students

The Effectiveness of Training Package based on Executive Functions of Delis-Kaplan on Reading skill of Dyslexic students

Reading Skills in Malay Language Literacy of Dyslexic Students

Problems in literacy is the most significant aspect in the learning process of dyslexic students. This study was conducted to analyze the reading skills in Malay language literacy among dyslexic students. The sample of this study was 10 dyslexic students who were selected from the Malaysia Dyslexia Association. A mixed-method approach was conducted to identify reading problems according to the LINUS 2.0 construct, which was developed by the Special Education Division, Ministry of Education Malaysia. Reading problems according to the LINUS 2.0 were measured based on the construct in the Malay Language Reading Skills Literacy Diagnostic for Dyslexics. This diagnostic was used to assess 12 reading skills in the reading achievement of dyslexic students' literacy constructs. Each reading skill has 5 items to read. This diagnostic focuses on 12 reading skills that were analyzed according to the dyslexic students' level of learning. The findings of this study prove that dyslexic students have a poor level of literacy skills in reading Malay. From this study, the researcher has produced a new approach to literacy construct that is suitable for dyslexic students. Based on the reading ability of the subjects in this study, the researcher concludes that the knowledge of graphemes-phonemes and syllable segmentation is unsatisfactory. The findings of this study have an impact on the Special Education Division, Ministry of Education Malaysia, in that curriculum planning for dyslexic students can be examined. The findings of this study also have an impact on dyslexic teachers in that they can plan their teaching and learning to suit the level of mental development of dyslexic students in Malaysia.

Reading and Writing Ability of Dyslexic Students Through Simultaneous Multisensory Teaching (SMT) Method

ABSTRACTThe purpose of this study is to analyze the use of the Simultaneous Multisensory Teaching method (SMT) on improving reading and writing skills of dyslexic students . Students with dyslexia in addition to having difficulty in writing, also generally have difficulty in reading and mentioning a letter, word, and sentence, and often reverse in writing and mentioning letters. One of the methods recommended by International Dyslexia Association (IDA) in improving reading and writing skills of dyslexic students is the Simultaneous Multisensory Teaching (SMT) method. SMT is a special method for students with dyslexia. The learning process goes through special stages to develop students' abilities by optimizing several senses in an integrated manner. The subjects in this study were single participants, namely students with dyslexia with the initials AMJ , who were Grade IV students at SDN 1 Pasirlangkap, Cikidang District, Sukabumi Regency . This research uses an approach qualitative with descriptive method . Data collection techniques using interviews, observation, and documentation. Data analysis techniques consist of: 1) data reduction, 2) data presentation, and 3) drawing conclusions. The results showed that gradually the students' reading and writing abilities began to improve by using the SMT method . The ability to recognize letters that are often confused has begun to be mastered, both in pronunciation while reading and writing. Similarly, reading and writing words and sentences, there has been a change compared to the initial observations, which tend to have a lot of writing errors. Based on this, it can be concluded that the use of the SMT method can improve the reading and writing skills of dyslexic students.

Teaching Strategies Used to Deal with Dyslexic Students’ Learning Difficulties

Dyslexia is a hereditary, neurodevelopmental learning disorder found to appear in around 10% of the population, characterized by difficulty in reading. Therefore, it needs to be addressed properly by implementing appropriate teaching strategies that can help dyslexic students to learn in the inclusive education setting. However, there is still limited study that provides literature related to the matter. Therefore, this study was a conceptual research aimed to analysing teaching strategies used to deal with the learning difficulties encountered by dyslexic students and provide descriptions related to the dyslexic students’ characteristics along with their learning difficulties. This study is a kind of literature review through library research.The result found that there are four teaching strategies that teachers can use to deal with dyslexic students’ learning difficulties, which are task analysis, explicit phonics instruction, multisensory instruction, and field-dependent approaches. The strategies are adjusted to the characteristics and learning difficulties faced by dyslexic students that include low phonological awareness, slow working memory, rapid naming difficulty, slow processing speed, and low skills automatic development. The strategies emphasise on providing clear, direct instruction with multiple aids and assistance from the teachers. The use of several accommodations are also needed in order to help the dyslexic students to develop their reading skill and deal with their learning difficulties.

Improving Early Reading Ability Using Animated Videos in Dyslexic Students (Single Research Subject in Grade IV of SD Negeri 22 Koto Lalang, Padang City)

This study discusses improving early reading skills using animated videos in dyslexic students in fourth grade at SD Negeri 22 Koto Lalang. This research was motivated by a problem that the researchers found when conducting observations in the fourth grade of SD Negeri 22 Koto Lalang, Padang City who had difficulty learning to read (dyslexia). Students have difficulty in beginning reading, especially in reading nouns that use the letter E and letter F. The purpose of this study was to prove that the use of animated video media can improve early reading skills in dyslexic students in grade IV SD Negeri 22 Koto Lalang in the city of Padang. This research uses quantitative research methods with experimental research types and uses a single subject research form with an A - B - A design. The research subject used is a dyslexic student in class IV SD Negeri 22 Koto Lalang, Padang City. The data collection technique used is an action test. The data were analyzed using graphic visual analysis. The results of the research that have been carried out show that the initial reading ability increases after being given an intervention using animated video media.

Improving Literal Comprehension Reading Ability through Think-Tac-Toe Learning Strategy in Students with Dyslexia

Dyslexia students generally experience problems related to reading comprehension skills, one of which is the ability to read literal comprehension. Based on the results of the assessment, one of the dyslexic students in an inclusive school has a low literacy reading ability. The purpose of this study was to examine the effectiveness of the think-tac-toe strategy in improving literacy reading comprehension of students with dyslexia. Subject selection is done with the ability of children with special needs and as a man who understands literal understanding. Using a single subject research design type A-B-A reversal design. Data were collected by observation and tests. Observations used to observe observations of students' literal understanding during the learning process. The oral test is done by asking the child to mention the answer to the question and the action test is done by asking the child to read the text and the answers on the worksheet given. Data analysis used visual graph analysis which consisted of analysis under conditions and analysis between conditions. The results of the study showed an increase in literal comprehension reading skills after the think-tac-toe learning strategy was applied. It is recommended to teachers that the think-tac-toe learning strategy be used as a new strategy model that is used to help students improve reading comprehension skills.

The Effect of Rapid Automatic Naming on Reading Readiness for Children with Reading Difficulties in Elementary School

In addition to phonological deficit, children who have difficulty in reading can also have RAN (rapid automatic naming) deficit or both. RAN is a strong predictor of the cause of reading difficulties and is a characteristic of reading disability or dyslexia. This study aims to know the impact of the rapid automatic naming intervention on dyslexic students in elementary schools. The research uses a quantitative approach to the Single Subject Research (SSR) method of A-B-A design. We tested the effect of teaching rapid automatic naming on the ability to quickly name objects, color digits, and letters in 4 subjects who had almost the same reading difficulties at the same grade level. The results showed that the teaching of rapid automatic naming affected increasing children's speed in naming objects, colors, digits, and letters. The significant effect of the rapid automatic naming teaching intervention shows that understanding the principles of rapid automatic naming is beneficial for students with dyslexia. The four experimental subjects showed an increase in the speed of naming objects, colors, digits, and letters after the intervention.

Word Cards Design as Learning Media for Dyslexia Students in Elementary School

Reading is one of the most important activities in elementary school to get necessary knowledge and skills. Each students have different reading capability, especially dyslexic students whom known for their hardship in terms of reading capability. This will certainly have an impact on the growth of those students. One of the solutions for the problems are the usage of learning tools, to help them navigate throughout their school life. Media that are used should be easy and fun to use to keep them engaged, but still provide necessary knowledge for dyslexic students understand and remember each letter in alphabetical sequence. This research wants to provide solution about learning media in the form of word cards. The method used is research and development with observation techniques, interviews and documentation are conducted to discover problems and learning media needed for dyslexic students in the field, as well as to develop learning media for expert validation. It is expected that this word cards design as a learning media can be developed according to the needs of dyslexic students in elementary schools to assist in the reading process.

The Effectiveness of Flashcard Media and Letter Learning Applications to Help Dyslexic Children's Reading Ability in Elementary School

Reading is one of the most important skills and is often taught in elementary schools. Usually learning difficulties that are often found are reading difficulties (dyslexia). This article tries to explore the characteristics of the difficulties experienced by dyslexic students in the reading process at school, as well as efforts to overcome reading difficulties for dyslexic students in elementary schools through flashcard media and the 'Learn Letters' application on smartphones. The researcher uses a qualitative type of research with a case study method. The subject of the study was a 7-year-old dyslexic child with the initials APS who attended one of the public elementary schools in the city of Bogor. Data collection techniques used are observation, interviews, and documentation. Data analysis was carried out by data reduction, data presentation, and drawing conclusions. Research findings show that APS can memorize all the letters of the alphabet, but cannot distinguish the letters [b] and [d], [m] and [n], and has difficulty writing some letters and numbers correctly. The results showed that the flashcard learning media and the 'Learning Letters' application could improve the reading skills experienced by the research subjects. Recommendations from research results on the effectiveness of the flashcard creative learning media method and the 'Learning Letters' application can be followed up by using other applications or more interesting media by utilizing digital technology

How visual attention span and phonological skills contribute to N170 print tuning: An EEG study in French dyslexic students

Developmental dyslexia is a disorder characterized by a sustainable learning deficit in reading. Based on ERP-driven approaches focusing on the visual word form area, electrophysiological studies have pointed a lack of visual expertise for written word recognition in dyslexic readers by contrasting the left-lateralized N170 amplitudes elicited by alphabetic versus non-alphabetic stimuli. Here, we investigated in 22 dyslexic participants and 22 age-matched control subjects how two behavioural abilities potentially affected in dyslexic readers (phonological and visual attention skills) contributed to the N170 expertise during a word detection task. Consistent with literature, dyslexic participants exhibited poorer performance in these both abilities as compared to healthy subjects. At the brain level, we observed (1) an unexpected preservation of the N170 expertise in the dyslexic group suggesting a possible compensatory mechanism and (2) a modulation of this expertise only by phonological skills, providing evidence for the phonological mapping deficit hypothesis.

Effect of Story Structure Instruction Based on Visual Analysis on Reading Comprehension Intervention for Dyslexic Students.

The application of artificial intelligence (AI) technology in the field of dyslexia is becoming increasingly abundant. However, the content of related literature shows that there is still a lack of systematic and comprehensive research in this field at home and abroad. By outlining the development of AI technology, the meaning, causes, and classification of learning disabilities, the most representative studies on the application of AI technology in dyslexia education, including four aspects of diagnosis, intervention, assessment, and services are analyzed. The study finds that AI technology can improve the conditions suffering from dyslexia and dysgraphia, and can serve the education of dyslexic children as a technical tool to overcome dyslexia. By summarizing the effect of story structure teaching based on visual analysis on reading comprehension intervention for students with dyslexia, it can provide useful references and references for related research.

"We are all thrown into one basket": Dyslexia, schools and the (non)enactment of policies of inclusion

Since the mid-1990s it has been illegal for Australian education providers to deny students with disabilities the right to access and participate in education. Conjointly, policies and standards have been introduced that devolve the responsibility of ensuring disabled students are able to fully engage in their education to schools. Despite recent studies suggesting dyslexic student needs are rarely met in the Australian school system, to date, little research has examined how developments in anti-discriminatory and inclusive policy affect the provision of support to these students. This paper examines how devolved approaches to inclusive education policy practice affect the lived experiences of dyslexic students in Western Australian schools. Focusing on two young people's stories about their time in school, it is argued that the adoption of devolved approaches to policy has been instrumental in shifting responsibility for the delivery of equitable education for students with learning disabilities to families, and especially mothers. Drawing on a social-relational model of disability and Bourdieusien theories of capital, this paper illustrates how shifting responsibility for inclusion to parents results in inequity. The findings illuminate a need to think more critically about exactly who should be responsible for inclusion.

DESIGNING RO-LEX APPLICATION FOR DYSLEXIC STUDENTS

This research aims at designing learning media named RO-LEX for Dyslexic Students and ease the students in learning English. It focuses only on reading skill. The research method used is Research and Development (RD) using Borg and Gall model that consists of ten procedures, they are: 1) Research and Information Collecting, 2) Planning, 3) Develop Preliminary Form of Product, 4) Preliminary Field Testing, 5) Main Product Revision, 6) Main Field Testing, 7) Operational Product Revision, 8) Operational Field Testing, 9) Final Product Revision, and 10) Dissemination and Implementation. From the processes conducted, the researcher got the results of the research. 1) The result of material validation is 80 (very good category), 2) The result of media validation is 69 (good category), 3) The result of dyslexic expert was 59 (good category). Based on the results, the researcher concluded that this RO-LEX application is deserved to be used for dyslexic students as an English learning media.

Speech therapy technologies to overcome dyslexia in primary school students

The aim of this study is to determine the importance of technology in the education of children with dyslexia. In this general purpose study, primary schoolteachers who use technology in their education were asked about the benefits of technology on children with dyslexia. Dyslexic students were asked if there were changes in their learning, thanks to technology. The research group of this study consists of classroom teachers and students with dyslexia. The sample of the study consists of 15 teachers and 18 students working in primary education. The aim of this study is to determine the effectiveness of technology on students with dyslexia in the classrooms of primary schoolteachers. For this purpose, separate interviews were conducted with teachers and students. Three computer teachers, two special education teachers and one language and speech therapist assisted in the preparation of the research questions and the final form was given. Interviews of teachers and students were recorded, which was later approved. Content analysis was used in the analysis of the data collected in the study. As a result of the research, it was concluded that the use of technology in the special education process is beneficial. It can be said that students who have difficulty learning under learning disabilities find it easier to learn, thanks to technology.
 
 Keywords: Technology, dyslexia, teacher’s opinion, student’s opinion, qualitative research, learning disability;

Total physical response (TPR)

This paper aims at the effective utilization of TPR approaches in teaching English as a second language among children with dyslexia. This stress free simple teaching strategy is developed by James Asher. It emphasizes at bringing the dyslexics to the main stream of learning process. As T.P.R consists of different easy and fun activities it helps the student to understand the target language very effectively. It raises the pace and mood of the student. This method is very beneficial for kinaesthetic learners who need to be energetic in class. It involves the left and right brained learning. This approach is considered to be a fruitful method to help language learners to recall, accumulate, use and regain words in long term memory. To obtain a clear understanding on the efficacious of TPR teaching method among dyslexic students, a survey is conducted among teachers who teach dyslexic students. The questionnaire includes 10 questions. While analysing the survey, the responses from the teachers indicates that the students respond to the imperative drills and other activities very actively. So adopting TPR as a teaching strategy helps the children with dyslexia to learn English more effectively in a stress free environment.

Relationship Between Cognitive Flexibility, Attention Shifting, and Planning With Accuracy, Speed, and Reading Comprehension in Normal Children and Children With Dyslexia

Background and Aims Dyslexia is a type of learning disorder that causes problems in reading. Children with dyslexia are affected by various problems, including executive functions. The aim of this study was to investigate the relationship between executive functions and components of reading (comprehension, speed, and accuracy). Methods In this study, 22 normal students and 22 dyslexic students between the age of eight and nine years participated in order to evaluate their executive function and reading skills. Diagnosis of dyslexia was determined by reading and dyslexia test (NEMA). To evaluate the components of reading (speed, accuracy, and comprehension), the comprehension text of the test was used. The Wisconsin Card Sorting Test (WCST) for cognitive flexibility assessment, the Tower of London (TOL) test for the evaluation of planning, and the Color Trail Test (CTT) was used to evaluate attention transmission. Results The average score of dyslexic children in attention shifting, cognitive flexibility, planning, comprehension, speed, and reading accuracy was significantly lower than normal children (P<0.001). A significant correlation was observed between reading accuracy and speed and attention shifting (P<0.05). There was no significant correlation between reading components and other executive function factors (P<0.05). Conclusion Attention shifting, planning, cognitive flexibility, comprehension, speed, and accuracy of reading in dyslexic students are weaker than in normal students, and recovering these factors will lead to an overall improvement in reading. It seems that enhancing the ability of attention shifting in a particular way for students with a major weakness in reading speed or accuracy will be effective.

Analyzing Reading Errors among Dyslexic Students According to the Dual-Route Model

Analyzing Reading Errors among Dyslexic Students According to the Dual-Route Model

Reading Error Mechanisms of Levinson Dyslexia Theory: A Perspective in Malaysia

It is known that children diagnosed with dyslexia have difficulties in language learning, especially where reading and writing is concerned. Dyslexics find it difficult to discriminate letters visually and auditorily. This study is done to examine the reading errors in Malay language among dyslexic students. The study sample comprises of 10 dyslexic students chosen from Ampang dyslexia centre of Malaysia Dyslexia Association. This study leans on the Levinson Theory (1993) that focuses on seven types of reading error mechanisms, namely removal, transfer, insertion, replacement, reversal, condensation, addition or wild guesses. The study data was compiled through observations and testing. Researcher used reading texts in Malay language according to the suitability of the learning level as the study tool in examining the reading errors of dyslexic students. The study outcome proves that dyslexic students have shown some difficulties in several reading aspects, which are removal, reversal, replacement, insertion and wild guesses. All these five types of reading errors have been found to support the Dyslexic Levison Theory (1993) and the outcome also shows several reading errors done by the dyslexic students are beyond the expectation and findings of the theory. Derived from this study, further researches can be focused on the interventions and learning techniques that are suitable to the level of learning of dyslexic students.

Primary School Teacher’s Awareness and Knowledge of Dyslexia in Qassim Region-Saudi Arabia

Dyslexia represents a major educational and medical issue. Students with dyslexia can go through multiple psychological and emotional problems such as depression and anxiety. Primary school teachers could play a crucial role in identifying dyslexia early and creating awareness about learning disorders in the community. However, there are very few studies on the knowledge of primary school teachers about dyslexia. This study aims to assess the knowledge and awareness of dyslexia in primary school teachers in Qassim region-Saudi Arabia and to assess the variables influencing the knowledge. Therefore172, teachers from different primary schools in the Qassim region were given a self-report questionnaire, socio-demographic history was elicited, and the teacher’s preparation and knowledge were assessed based on their responses to the questionnaire. The results showed that most teachers lack the training, knowledge, and skills to diagnose dyslexic students in their classrooms. Furthermore, the higher levels of knowledge and awareness were significantly correlated with higher educational level, being a teacher for the lower classes, and working as a special education teacher. The findings of this article carry the notion that the lack of knowledge and awareness among school teachers regarding the term dyslexia puts the affected students at significant difficulties. Keywords: Learning Disorder, Dyslexia, Primary School, Teachers.