Dyslexic Pupils Research Articles

Reading Errors of Dyslexic Pupils in Malay Language According to Dyslexia Syndrome Theory

Reading Errors of Dyslexic Pupils in Malay Language According to Dyslexia Syndrome Theory

German Language Teachers and Dyslexic Students

Dyslexia is a common disorder experienced by many students in Europe and worldwide. It is a specific learning disability, which also generates difficulties in foreign language acquisition. Publications presenting the etiology, pathomechanism, symptoms and types of dyslexia can be found in literature. There are also guidelines for parents and teachers of dyslexic children. This paper attempts to fill a gap in literature addressing teachers of specific school subjects, more specifically German language teachers, who have dyslexic children in their classes. The article points out the difficulties faced by both the teacher and the students. We present a synthetic review of the literature on dyslexia and the current research on the subject, followed by the key laws and regulations in the Polish legal system that relate to the situation of a dyslexic child at school, with particular emphasis on modern language (German) classes. The Polish legal system and the knowledge contained in the most recent literature set the framework for the conduct of educational institutions and indicate the principles of action of professionals, including Germanists, involved in the education of dyslexic students. Symptoms of specific foreign language learning difficulties include, for example, poor development of linguistic functions, difficulties in differentiating sounds and finding sounds in words, problems with dividing words into syllables or distinguishing similar-sounding words, difficulties in assimilating grammatical and spelling rules. Compilation of practical tips with guidelines for the assessment of dyslexic pupils, e.g., the use of descriptive assessment for written work, possible use a computer for written work, providing oral answers to questions from the bench rather than the middle of the classroom, asking simply formulated questions, is most essential for German language teachers. These teachers, as well as teachers of any modern language, should bear in mind the need to use pedagogical, legal and practical knowledge in their work with dyslexic students.

Development and validation of a teacher awareness questionnaire about dyslexia

Background: Dyslexia is a learning disability that affects children of school-going age and exists in all cultures and backgrounds. Dyslexic children are deficient in phonological awareness, which makes the children to fail to attain the skills of reading, writing and spelling commensurate with their intellectual abilities. Inadequate knowledge about the nature of dyslexia by primary school teachers results in poor categorisation of at-risk children.Aim: This study sought to achieve two objectives. The first was to develop and validate the Teachers Awareness Questionnaire (TAQ), while the second goal was to use the validated TAQ to assess primary school teachers’ level of awareness about dyslexia.Setting: Primary school teachers in Nsukka and nearby rural communities filled the TAQ and the Scale of Knowledge and belief about Developmental Dyslexia. Nsukka is called the university town and it is a slow-paced environment that is devoid of the usual hustle and bustle of most major towns in Nigeria.Methods: The cross-sectional design was employed to gather data for the measurement process. Data were analysed using bivariate correlations and descriptive statistics.Results: The TAQ has good internal consistency (r = 0.77) and an adequate convergent validity (r = 0.74, p 0.01). Results also reveal that primary school teachers possessed low level of awareness about dyslexia.Conclusion: The study findings show that primary school teachers in Nigeria lack the requisite knowledge about dyslexia. The study suggests psycho-education for primary school teachers to empower them with information about the condition.Contribution: This study measured primary school teachers’ level of awareness about dyslexia. The results showed that primary school teachers’ awareness about dyslexia is poor, and this suggests that the use of labels (e.g., dullard) by some primary school teachers to describe their pupils may be incorrect. The study recommend to School Management Boards to take action to improve the teachers level of awareness about dyslexia, which would promote early identification of dyslexic pupils and possible intervention.

Dyslexia and English as a Foreign Language in Norwegian Primary Education: A Mixed Methods Intervention Study

Τhe current study explored the effect of specific teaching accommodations for English language learners with dyslexia in a Norwegian primary school. Specifically, this single group intervention project investigated the impact of a range of multisensory techniques on spelling skills and motivation. Participants included a special education teacher and five dyslexic pupils from the fifth and sixth grades. Pre- and post-tests were administered to observe development in spelling, while data were also collected via a pupil evaluation questionnaire and a teacher interview after the intervention. The findings revealed that the intervention was quite successful. The group exhibited substantial differences in mean scores between the pre- and post-test. However, there were individual differences in scores and comorbid disorders appeared to impact the effectiveness of the intervention. Nonetheless, all of the pupils reported gains in their motivation and improvement in their attitude towards learning English, which was confirmed by their special education teacher. The paper concludes by offering specific didactic suggestions regarding accommodations for English language learners with dyslexia.

Understanding The Definition and Characteristics of Dyslexia

Reading skills are an important element for obtaining knowledge in academic learning. Previous research has demonstrated that dyslexia pupils have a major problem with reading skills. The biggest issue of dyslexic pupils includes language learning disorder. Dyslexia could be a long-lasting impedance, and numerous indications hold on into adulthood. Identification of dyslexia at a preliminary phase comes from the ability to notice dyslexia characteristics, for instance, poor handwriting, written expression difficulties, spelling difficulties, reading fluency, and difficulty associating sounds with letters. Nevertheless, the investigation has exhibited that teachers and parents are still unaware of dyslexia. The goal of this article is to explore dyslexia’s definitions and characteristics that are associated with it. Dyslexia comprises different definitions and characters. Each dyslexic pupil encounters indications that are distinctive from each other. Understanding the definition of dyslexia and the character of early dyslexia can assist teachers in planning fitting intercessions for dyslexic pupils. Conclusions: The implications of this work are that it can assist educators in identifying students who have dyslexia characteristics or symptoms.

Looking through the eyes of Dyslexic Children: An Investigation into the Attitudes and Awareness of Selected Public School Teachers in Laguna

This descriptive study was conducted to determine the teachers? perception and level of awareness on pupils with dyslexia on phonological awareness, reading fluency, vocabulary, and comprehension and learning styles to improve their classroom performance and reading ability.The significant relationship between the teachers? perception on the level of disability of dyslexic pupils and their classroom performance was also measured. The respondents were thirty (30) public school teachers from the ten (10) selected schools in the Division of Laguna. A researcher-constructed questionnaire was used to gather the needed data. Descriptive as well as inferential statistics and multiple regressions were used to establish the quantitative dimensions of the problems posed. The results revealed that teachers? perception and level of awareness on pupils with dyslexia the students? performance and reading ability. The educators need to be sensitive to the wide range of ways in which dyslexic pupils may have difficulties as evidenced by the overall mean of 3.62, interpreted as highly evident. Classroom teachers need to have an understanding of the problems that a dyslexic child may have within the classroom situation. Hence, a great deal of misunderstanding of a child?s behavior can be prevented. School administrators together with the stakeholders should set plans to provide teachers with special training on how to identify the approach needed to dyslexic pupils.

Using a VAKT Based Program to Develop EFL Primary Stage Dyslexic Pupils' Reading Skills

The current research aimed at improving EFL Fifth grade dyslexic pupils' reading skills (Phonemic Awareness –Reading Accuracy- Spelling -Reading Comprehension) through using a VAKT based Program. Forty dyslexic pupils enrolled in the fifth year, Primary stage, Menoufia governorate, Egypt were the participants of this research. Data collection was based on a sequential mixed methods approach. The qualitative phase is represented by the semi-structured interviews conducted with EFL primary stage teachers dealing with dyslexic pupils. Based on interviews' responses, a VAKT program was proposed to be used in an EFL reading class. An EFL Reading test was designed by the researchers to be used as a pre-posttest. Data obtained was statistically analyzed. Findings revealed that using the VAKT based program was effective in developing EFL fifth grade dyslexic pupils' reading skills.

Etiology and Manifestation of Dyslexia among Grade Six Pupils in Eastern Zambia

The terms dyslexia and reading disability are often used interchangeably. There are so many children who encounter reading problems in Zambia to an extent that some of them might complete seven years of primary education without the ability to read even a three letter word (MoE, 1992).A study conducted in Zambia by MatafWali (2005) revealed that, 49.1% of the grade three pupils could not read words at all. In addition, 57.5% could not read any single sentence. According to Kelly (2000), the reading level in some grade six pupils fell within the level expected of grade four. Therefore, it means that teachers who teach reading to dyslexic pupils face a lot of challenges. It is a well documented factor that-, in the western world, reading disabilities play a major role amongst children who drop out of school and/or become delinquent (Zieman, 1999). In addition, it is important to know the factors which cause dyslexia so as to remediate the problem. The objective of the present study was to identify reading disabilities among grade six pupils and challenges that teachers face in teaching reading to these pupils. Informed consent was obtained from the respondents and then questionnaires were administered to those who agreed to participate in the study. Simple random sampling was used to come up with the required number of pupils using the class registers. Teachers were given questionnaires to answer on their own after they had understood the instructions. For the pupils, questionnaires had to be answered on a one-to-one basis with the researcher. The research design of this study was a quasi experimental design. A total of one hundred and ninety two (192) pupils and fourteen (14) teachers drawn from two districts in eastern Zambia were enrolled in the study. Results show that there was a moderate effect of lighting system at home and one's reading ability (F (10, 154) — 3.188, p < .05, partial = 9.4). As such, the nature of lighting system at home does not really affect

Multisensory Therapy in Letter Reversal of Dyslexic Pupils

This research is conducted to examine the problem of letters reversal among dyslexic pupils. The purpose of this study is to describe the multisensory therapy to solve the problem. The study sample consisted of ten dyslexic pupils from Malaysia Dyslexia Association at Ampang, Kuala Lumpur who have serious letters reversal problems. In this study, the researcher limited the problem to reversal of letters of similar shape, namely /b/, /d/, /p/, /q/, /m/, /w/, /n/ and /u/ based on Levinson's Dyslexia Theory Syndrome (1994). In addition, a multisensory approach is used to solve the problem. This research uses observation, interviews and questionnaires methods. The research tools used are questionnaires and field notes. The results show that all the subjects in this study had the letter reversal problem of the eight letters, but the types of the letters that were reversed are different depending on the individuals. To solve this problem, the researchers developed ten therapies using multisensory approach and found that all of the therapies were able to solve the problem of letters reversal among the subjects. Through this research, teachers and parents can know the type of letters reversal among dyslexic pupils. This study also helps educators and parents plan appropriate and effective activities in solving the problem of the letters reversal that faced by their pupils and their children.

Teaching Dyslexics Students with the Targeted, Individual, Structured, Integrated Program in the Lesson of History

Specific learning difficulties (dyslexia) are examined as a neurodevelopmental disorder according to the educational and teaching dimensions resulting from the effective or the ineffective coping with the difficulties of the school. In this editorial we will describe and analyze some recent findings in this field, also deriving from the change of diagnostic criteria proposed in 2013 by the American Psychiatric Association in DSM-5 that has led to an increase in the number of students that meet diagnostic criteria and that has led to an increase of the level of the heterogeneity of their functional profiles. Especially in secondary education the subject has implications for the future career of the pupils. The philologist who has expertise in the special educational needs by educational Greek law support the difficulties of his pupils. So, he should know the appropriate pedagogical tools to understand and support them. The aim of the research is to study the teaching intervention dyslexic pupils with emphasis on the memory difficulties in the course of the history. The pedagogical tool as the Targeted, Individual, Structured, Integrated Program for Special Educational Needs (TISIPfSEN) used in the primary and secondary teaching programs in the inclusion school systems. The pedagogical experiment of the special teaching methodology of TISIPfSEN was implemented in a certain case of a 3rd grade of Gymnasium student who intervened in the history lessons. The research issue was demonstrated in part because it requires the philologist to have been trained in the provision of the TISIPfSEN training tool in the difficulties of language, which is not always the case in undergraduate or postgraduate studies. In the case where the philologist himself has been trained in the TISIPfSEN methodology, he has emerged that he can design and implement the suitably adapted and differentiated intervention program with an emphasis on text comprehension. In the conclusions, we underlined that through the implementation of TISIPfSEN, the student succeeded in achieving the educational target we set by presenting an improvement in reading and understanding texts.

Attitudes and intentions of Greek teachers towards teaching pupils with dyslexia: An application of the theory of planned behaviour.

The present study aims to examine Greek public primary school teachers' attitudes and intention towards teaching pupils with dyslexia using a model of the theory of planned behaviour (TPB). Toward that aim, 304 teachers aged between 22 and 59years old, with an average overall work experience of 16.6years completed a TPB questionnaire which assessed their attitudes, subjective norms and perceived behavioural control, their intention, as well as other exogenous factors. The validity and the reliability of the questionnaire were found to be adequate. Overall, the participating teachers report a wide range of educational interventions for pupils with dyslexia emphasizing the psychological aspects of support. They also face a number of barriers, but in general they express neutral to positive attitudes to dyslexia. Results show that attitudes, subjective norms and perceived behavioural control significantly predicted the teachers' intention towards teaching dyslexic pupils, thus confirming the applicability of the selected TPB model. Recommendations for teachers' training and limitations of the study are discussed.

The Effectiveness of the Integrated Sound-Word Method to Improve the Skills in Reading, Writing and the Reading Interest of Bahasa Melayu Among the Pupils with Dyslexia

This study was conducted to examine the effectiveness of Kaedah Gabungan Bunyi Kata (KGBK) - (the integrated sound-word method), to improve the skills in reading, writing of Bahasa Melayu and the reading interest of pupils with dyslexia. The samples of this study consisted of five pupils in a primary school with different levels of dyslexic problem. Two were classified as 'mild', two 'moderate' and one quite 'serious'. The KGBK teaching-and-learning intervention process was conducted for 16 weeks in a school classroom by a teacher trained in KGBK for this purpose. Six data collection methods were used: observation and recording, interviews with the teacher and students, student's works, teacher reflection notes, video recordings and four periodic KGBK tests. The data were analysed to answer the research questions stated earlier. The findings show that the KGBK approach used to teach these five dyslexic pupils was effective in increasing their proficiency in reading and writing of Bahasa MeIIlYU.Their interest in 2R also increased: they were motivated to learn to read and write. However, the increase varies according to the level of the dyslexic problems experienced by these pupils. Subject B (mild dyslexia) was able to read and write up to Level 8 in the KGBK tests, involving the use of diphthong words. Another 'mild dyslexia' subject C was able to read and write up to level 7, which involved closed syllable words 'ng'. Subjects A and D (moderate dyslexia) was able to read and write up to level 6, which involved words with two different 'e' sounds and '0'. Even subject E (serious dyslexia) was able to read and write up to level 6, The results also show that all five. subjects enjoyed learning the 2R. They feel motivated

The Relationship between Writing Dyslexia and Academic Performance of Upper Primary Pupils in Public Schools in Changamwe Sub-County, Kenya

The present study compared the relationship between writing dyslexia condition and academic performance in upper primary learners in Kenyan public schools in Changamwe Sub County, Mombasa County. Correlational Ex-Post Facto research design was used based on three major examinations done in Term 1 and Term 2. The sample for the study consisted of 160 learners and 43 teachers from six different schools. The study used a purposive sampling method. Questionnaires were used to collect data from teachers. To test Reliability, the test-retest method was done by using both Cronbach’s Alpha and Pearson’s correlation coefficient (r) at 5 percent critical level. Pearson product moment correlation was used to test hypotheses while Descriptive statistics such as mean, frequencies, percentages, standard deviations were used to summarize data. The study found out that there was a statistically significant relationship (p < 0.05) between academic performance and writing (r = 0. 4912*, p = 0. 0000) in upper primary pupils in public schools. The study recommends formulation of education policies catering on screening, teaching, learning, assessment and examination of dyslexic pupils in public primary schools in Kenya. The study also recommends restructuring of the teacher training curriculum to equip teachers with skills to handle writing dyslexics.

The Relationship between Reading Dyslexia and Academic Performance of Upper Primary Pupils in Public Schools in Changamwe Sub-County, Kenya

The present study examined the relationship between reading dyslexia condition and academic performance in upper primary learners in Kenyan public schools in Changamwe Sub County, Mombasa County. The study used a purposive sampling method and the sample consisted of 160 learners and 43 teachers from six different schools. Correlational Ex-Post Facto research design was used based on three major examinations done in Term 1 and Term 2. Questionnaires were used to collect data from teachers. A test re-test method was used to test reliability of the instruments using both Cronbach’s Alpha and Pearson’s correlation coefficient (r) at 5 percent critical level. Descriptive statistics of mean, frequencies, percentages, standard deviations were used to analyze data while Pearson product moment correlations were used to test hypotheses. The data was analyzed using Stata11 software. The study found that there was a statistically significant correlation (p < 0.05) between academic performance and reading (r = 0.4876*, p = 0.000) in upper primary pupils in public schools. The study recommends formulation of education policies catering on the screening, teaching, learning, assessment and examination of dyslexic pupils in public primary schools in Kenya. The study also recommends restructuring the teacher training curriculum to equip teachers with skills to handle reading dyslexics.

Compétences et difficultés des élèves dyslexiques en situation d'étude de systèmes techniques

For the law voted in 2005 about disabled people in France, we have known that disciplines such as languages, mathematics, drawing or sports activities are schooling spaces of adaptation for pupils whose disability is not psychiatric origin. Experimental disciplines such as science and technology remain less studied in which some aspects are proposed to help in following “normal” classes. We know nothing about the issue of technology education and about activities used in teaching technology in supporting dyslexic pupils. This contribution shows how dyslexic pupils develop capacities to bypass obstacles they have to confront in experimental activities of technology. This first research reveals that technical languages and artifacts oblige dyslexic pupils go seek in them intact capacities undisturbed by dyslexia.

Techniques and tech that really help with dyslexia

Sal Mckeown takes concerns she has heard from many dyslexic pupils and offers ways to address them in the classroom with best practice and clever use of new resources.

Text Configuration and the Impact of Anxiety on Pupils with Dyslexia

The purpose of this study was on one hand to identify the configuration options in word processing that improve the reading ability and comprehension, and on the other hand to study the psychological impact of anxiety, a secondary consequence of dyslexia, in the process of reading and comprehension in two text formats, printed and electronic. Twenty dyslexic pupils took part in the study. The pupils were able to select colour combinations of their choice at the electronic text. Afterwards, they were evaluated by the use of three questionnaires on the effect of anxiety, the Trait Anxiety, the State Anxiety and the Test Anxiety before each text, so as to measure the effect of anxiety on reading. The results indicated an improvement of reading comprehension in electronic over printed text, related to a preference of pupils in low luminance screen background. State Anxiety was decreased after using the electronic text, while Test Anxiety was almost the same on both testing forms.

Brain hemisphericity and developmental dyslexia

The present study examined the link between brain hemisphericity and dyslexia in secondary school students, using the Preference Test (PT), a widely used self-report index of preferred hemisphere thinking styles. The hypothesis was that differences would be revealed between the dyslexic group and their peers in hemispheric preference. A total of 45 secondary school students who were diagnosed with dyslexia and attended regular public schools formed the learning disabled group. A comparison group was formed of pupils who attended the same classes (N=90), and these were matched for age and sex with dyslexics (1 dyslexic: 2 control). The results revealed that significantly more dyslexic pupils displayed a preference for a right hemisphere thinking style compared to their peers who adopted a left hemisphere thinking style. This finding is in line with the suggestion of the greater right hemisphere involvement in the expression of developmental dyslexia.

Reflective practice and identity construction: the particularities of the experiences of teachers specialising in dyslexia

This paper explores the impact for teachers’ identity of undertaking professional development designed to enhance provision for children identified as having dyslexia, in line with the recommendations made by the UK Government. In the paper the concept of ‘participation in communities of practice’ is taken as a departure point for investigating how reflective practice can inform professional identity. The data reported upon were gathered through focus groups and narrative life history interviews conducted with teachers on a Specialist Dyslexia Training for Teachers Programme. The paper identifies and investigates the ways in which teachers who work with dyslexic pupils view themselves as different from other teachers, as having distinct attributes and different motivations for pursuing their chosen career paths. These findings are reviewed, and it is argued that reflection can enable teachers to become better learners, develop their practice and feel integrated into a specific community of practice. However, tensions that arise from perceptions that these teachers have a distinct positioning in the school community are also explored.

Dyslexics in time machines and alternate realities: thought experiments on the existence of dyslexics, ‘dyslexia’ and ‘Lexism’

This article explores the possibility that ‘dyslexics’ can be thought of as being ‘othered’ and defined by the social norms and educational practices surrounding literacy; which can be termed ‘Lexism’. As such the author, Craig Collinson, a postgraduate academic support officer at Edge Hill University, presents ‘Lexism’ as a new concept that allows us to reconsider how dyslexics can be said to exist. In a persuasive and original article, Craig argues that dyslexics can be defined by the existence of Lexism rather than the more problematic concept of ‘dyslexia’. He seeks to achieve these ends through a series of thought experiments which suggest a different way of looking at what defines someone as dyslexic in order to suggest that when we talk of the inclusion or exclusion of dyslexic pupils we should be aware of the influence Lexism may have upon us.