Learning Difficulties In Reading Research Articles

Analysis of Learning Difficulties in Reading and Writing in Class III Students at SDN Batok Bali

This research was motivated by the researcher's observations regarding difficulties in learning to read and write among students in class III which occurred at SDN Batok Bali. This research aims to obtain information or a clear picture of how difficult it is to learn to read and write which is carried out at the SDN Batok Bali school with the learning outcomes achieved by class III students. The research population included all class III students consisting of one class with 41 students. This type of research is qualitative research using a descriptive approach research method, where data collection uses interview, observation and documentation techniques. Based on the results of this research, several difficulties experienced by students were found, including: (a) Difficulty recognizing letters when reading, (b) Difficulty with spelling and unclear reading pronunciation among students, (c) Many errors in reading among students, (d) Difficulty distinguishing several letters when writing, (e) Lack of letters when writing words, (f) The time required to write is too long, and several solutions that can be done to overcome difficulties in learning to read and write in students that have been found in class III at SDN Batok Bali.

Response to Intervention as a Structuring Benchmark for Organizing Services for Students at Risk and With Learning Difficulties in Reading: A Multiple Case Study in Three Elementary Schools

Although Response to Intervention (RTI) is viewed as a promising model for preventing learning difficulties in reading, several authors have highlighted the challenges associated with its implementation in educational settings (Barrio et al., 2015; Fuchs & Vaughn, 2012; Mitchell et al., 2012). After a decade of implementing this model in the United States, researchers insist on the need for more studies on the practical issues related to the implementation of this model (Barrio et al., 2015; Simonsen et al., 2010). The purpose of this article is to present the results of a multi-case study on the roles of teachers and remedial teachers in the context of the implementation of the RTI in reading in three elementary schools. It focuses more specifically on the organization of services based on the different evaluation and intervention procedures associated with the RTI. The results indicate the presence or emergence of a data culture in the three sites studied. It was possible to observe that RTI evaluation and intervention procedures are viewed as structuring benchmarks for organizing and planning services throughout the school year for first and second Grade students at-risk and those already struggling with reading difficulties.

Teachers' Efforts in Overcoming Difficulties Learning to Read in Elementary School Students

This study aims to explain teachers' efforts in overcoming reading learning difficulties in grade II students of Gonda State Elementary School, Baubau City. This type of research is qualitative research with descriptive methods. The study subjects used were grade II teachers, with 23 students consisting of 11 female and 12 male students. The method or technique of data collection used is observation, interview, and documentation. Data analysis is carried out by reducing data, presenting data, and drawing conclusions. The research results on teachers' efforts in overcoming reading learning difficulties in grade II students of Gonda State Elementary School in Baubaubau City have two steps: choosing and implementing effective learning strategies and learning methods. The learning strategy used is introducing the alphabet to students first, Utilizing reading corners, conducting tutoring, and habituating to reading together during the learning process. The learning method is by approaching students and giving reading practice tasks and giving interesting reading spelling books. The forms of teacher efforts are expected to effectively overcome students' reading learning difficulties, especially in grade II students of Gonda State Elementary School in Baubau City.

ANALISIS KESULITAN MEMBACA PERMULAAN PADA SISWA KELAS II DI SEKOLAH DASAR

Reading is one aspect of language skills that students must have. Reading at the beginning level is an activity to learn to recognize written language and students are required to voice the symbols of language sounds. The purpose of this study was to analyze the form of difficulty and factors causing the difficulty of learning to read grade 2 elementary school students in Tasikmalaya Regency. The research method used is qualitative descriptive, data collection is carried out through student reading tests which are confirmed by observation and interview process. The sample in this study was 2 male students and 1 female student who had been given a reading test. The results of this study state that the form of difficulty and the factors causing the difficulty of learning to read each student are different. Based on the test results that students followed, the forms of reading learning difficulties experienced were: difficulty recognizing letters, distinguishing similar letter shapes, combining letters into words, and wrong pronunciation by replacing letters. The factors causing students' difficulty learning to read are divided into two factors, namely internal factors.

Analysis of Elementary Students' Reading Difficulties and its Relevance to Teacher and Parent Guidance

The existence of teacher guidance is one of the most significant factors. Teachers are the most important part of the teaching and learning process, both in formal and informal education channels. Therefore, in every effort to improve the quality of education in the country, it cannot be separated from various matters relating to the existence of the teacher himself. while parents are everyone who is responsible for family or household duties in daily life both in children's educational activities or others, because with parental attention, it can minimize the occurrence of learning difficulties in students. Early reading learning difficulties are reading learning difficulties in elementary school children in grade III. This study aims to describe the difies of beginning reading in students and find out how the guidance of teachers and parents in learning activities. This research uses a descriptive approach. Subjects were grade III students, teachers and parents. The results show that the difficulties in reading of grade III elementary school students are: (1) Not yet able to connect basic words into a sentence; (2) always wrong in spelling activities and pronouncing letters. (3) always mistaken in pronouncing basic words (4) difficulty spelling and combining first and last syllables; (5) spelling slowly and disjointedly and sometimes incorrectly; (6) not yet able to read a sentence consisting of three basic words; (7) very slow progress in reading skills.

Cognitive Profiles of Children with Isolated and Comorbid Learning Difficulties in Reading and Math: a Meta-analysis

The causes underlying comorbid learning difficulties in reading (RD) and math (MD) are still a matter of debate. Based on current research, two models for the relation of the cognitive profile of isolated and combined learning difficulties (RDMD) are discussed. Regarding the “multi-deficit model”, the profile of RDMD is characterized by the sum of domain-specific core deficits of RD and MD (additivity) as well as shared domain-general risk factors of RD and MD resulting in less severe deficits than expected under additivity (under-additivity). The “three independent disorders model” explains RDMD as a distinct learning disorder, showing a separate cognitive profile with distinct and/or more severe deficits, compared to the sum of RD’s and MD’s profiles (over-additivity). To evaluate these approaches, a meta-analysis including 74 studies, examining children aged 6–12, was conducted. Separate group comparisons for the three subcomponents in the cognitive profiles—reading, math, executive functions (EF)—were considered. Linear hypothesis testing revealed different results regarding the three subcomponents of the cognitive profiles of children with isolated vs. combined learning difficulties: Whereas RDMDs’ deficits in reading and math represented the sum of the deficits in the isolated groups (additivity), there was some evidence that RDMDs’ deficits in EF skills corresponded to under-additivity. Furthermore, group differences in math skills were more pronounced in symbolic than in non-symbolic math tasks, whereas in reading, group differences were larger in phonological processing and reading than in rapid automatized naming and language skills. Results are discussed in terms of intervention options for RDMD.

Neurodevelopmental Effects of Perinatal TCDD Exposure Differ from Those of Other PCDD/Fs in Vietnamese Children Living near the Former US Air Base in Da Nang, Vietnam

This study reports that children exposed to 2,3,7,8-tetra-chlorodibenzo-p-dioxin (TCDD), the major toxin in Agent Orange, from the breast milk of mothers residing near the former Da Nang US air base in Vietnam may have specific alterations in higher brain functions, resulting in social and communication deficits, including autism spectrum disorder (ASD). After the age of 8 years, girls with high TCDD showed increased attention deficit hyperactivity disorder (ADHD)-like behaviors and altered mirror neuron activity, which is often observed in children with ASD. However, no significant relationship between autistic traits and toxic equivalency values of polychlorinated dibenzodioxins and polychlorinated dibenzofurans (TEQ-PCDD/Fs) was found in these children. Notably, boys with high levels of TEQ-PCDD/Fs showed poor language and motor development in the first 3 years of life, although boys with high TCDD levels did not. However, at 8 years of age, boys with high TCDD showed reading learning difficulties, a neurodevelopmental disorder. These findings suggest that perinatal TCDD exposure impacts social-emotional cognitive functions, leading to sex-specific neurodevelopmental disorders-learning difficulty in boys and ADHD in girls. Future studies with a greater number of children exposed to high levels of TCDD are necessary to estimate the threshold values for neurodevelopmental effects.

Problems in learning to read for the lower grades: A case study of class II elementary school students

Many students experience learning difficulties, one of which is learning to read. The purpose of this study was to analyse the problems of learning to read in class II students of SD Negeri 2 Pengadegan. This type of research is qualitative research. Data collection techniques used observation, interview, and documentation methods. They are checking data validity using triangulation. The results showed that several children still had difficulty in learning to read, which was influenced by two factors, namely internal factor and external factor. The internal factor is the student's lack of interest and lazy behaviour in learning to read. External factors influencing students' reading difficulties can be grouped into the family, school and community environment. From the results of this study, it can be concluded that the learning difficulties experienced by many class II elementary school students are reading learning difficulties. The implications of this research are expected to help teachers provide actions to overcome various learning difficulties experienced by students.

Kesulitan Belajar Peserta Didik di SD Muhammadiyah 1 Marapalam Padang

This research is motivated by students who have not been able to overcome learning difficulties at SD Muhammadiyah 1 Marapalam Padang. The purpose of this study is to describe the difficulties in learning to read, write and count.This research use desciptive qualitative approach. The instruments used in the research are observation, interviews and documentation of the cases seen. The technique used in data processing is through data reduction, data presentation and drawing conclusions. Techniques for data validity, trustworthiness, transferability, reliability. The results of this study indicate that students who have learning difficulties are: 1. Students' learning difficulties in reading occur because students do not repeat lessons at home such as reading, students experience poor vision and hearing. 2 Students' learning difficulties in writing occur because students do not practice writing at home and have blurred vision and 3. Students' learning difficulties in counting occur because of doubts in recognizing mathematical symbols and lack of practice at home. Based on the results of the study, it is recommended for parents to pay more attention to students at home so that learning difficulties experienced by students can be overcome.

Educators’ perspectives about teaching and supporting students with learning difficulties in reading

We explored the perspectives of school-based educators located in Victoria, Australia, regarding their support of students who have reading difficulties. An anonymous survey was completed by 523 participants, including educators, educational leaders and Student Support Services staff. Results revealed multiple areas of concern related to their capacity to work on reading intervention with these students. Although participants reported that students with reading difficulties were present in most classes, confidence to work effectively with these students was mixed. They described feeling poorly prepared by preservice programs and indicated that insufficient time and mentorship prevented them from serving these students optimally. As a group, they privileged many approaches that align with best practice for struggling readers, such as explicit instruction, but perceived that such practices are not always feasible to implement. Support was also strong for practices considered non-evidence-based, such as adhering to students’ preferred ‘learning-style’. Recommendations for school-based practice, with a specific focus on students with reading difficulties, are made.

The Effect of Using Phonemic Awareness Skills in Improving Reading Difficulties from the Point of View of Teachers in Jerash District

This study aimed to demonstrate the impact of using phonemic awareness skills in improving the difficulties of learning reading from the point of view of the teachers of Jerash Directorate. Arabic for the basic stage, and the necessary data were collected using a questionnaire, and it was applied to the study sample. The results of the study and the evaluation of the study sample revealed that the effect of using phonemic awareness skills in improving phonemic awareness skills and reading in the basic stage in improving reading learning difficulties from the point of view of Jerash directorate teachers from their point of view was average, and the researcher recommended holding training courses in phonemic awareness skill. And the need to pay attention to supporting and improving the skill of phonemic awareness for teaching literary texts for male and female teachers of the Arabic language for the basic stage, and the need to encourage teachers to obtain advanced training courses in phonemic awareness necessary to teach in educational situations in the Ministry of Education. Keywords: Phonemic Awareness Skills, Reading Difficulties, Basic Stage DOI: 10.7176/JEP/13-22-06 Publication date: August 31 st 2022

Peran Wali Kelas dalam Mengatasi Masalah Kesulitan Belajar Membaca Siswa Kelas III Di SDN 1 Bangkelekila’

The role of the homeroom teacher in overcoming the problem of learning difficulties of grade III students is very important because through its role the homeroom teacher can help students to overcome the problems difficulties the face. The difficulties faced by students also vary because students have different characteristics. This research aims to: (1) to find out the difficulties of students in the process of learning to read in grade III SDN 1 Bangkelekila’. (2) to find out the role of homeroom teacher in solving the problem of learning difficulties in reading for grade III to 1 students of Bangkelekila. The subject ini this research is the homeroom teacher og class III. This type of research is qualitative research with a case study research design. The informant of this research is the homeroom teacher. Data collection procedures used were observation, interviews, and documentation. Data analysis includes data reduction, data presentation, verification, checking the validity of the findings. The research stage includes the pre-field, stage the implementation stage, the data analysis stage the completion stage. The results of research in the field show that the role of the homeroom teacher in overcoming the problem of learning difficulties of grade III students is very important because through his role as a homeroom teacher can help the learning difficulties faced by students so that the sedifficulties can be cosolved properly and students can easily understand the lessons given by their teacher.

Analisis Pembelajaran bagi Siswa Disleksia dan Disgrafia di SDN Pegadungan 11 Pagi

The purpose of this study was to find out how the learning process of students with learning difficulties in reading (dyslexia) and learning difficulties in writing (dysgraphia) was determined. This type of research approach is qualitative research. The research subjects were 3rd grade teachers. Data collection techniques used interviews and documentation. The results showed that there were students who had specific learning difficulties, namely reading difficulties (dyslexia) and writing difficulties (dysgraphia). Because these students cannot speak and use sign language to communicate with the teacher. During writing activities, the teacher usually does picture-matching activities, with the aim that students can more easily understand and understand learning. Based on the results of this study, it can be concluded that the learning given to dyslexic and dysgraphia students at SDN Pegadungan 11 Pagi is almost the same as regular students.

The Effectiveness Strategy of Teaching and Learning Visual, Audio, Kinesthetic and Tactile (VAKT) in Reading and Memorizing Verses 1-3 of Surah al-Fatihah for Student with Autism

VAKT teaching and learning strategy is a strategy used to improve the achievement of students with autism in reading and memorizing the first of 3 verses in Surah al-Fatihah. Therefore, the purpose of this study is to identify the effectiveness of VAKT teaching strategies in improving the achievement of students with learning difficulties in reading and memorizing verses 1-3 of Surah al-Fatihah. This quasi-experimental study was conducted on four students with autism at the Quran Education Centre. The study also used a checklist as a research instrument to obtain research data. Data collected over 6 weeks in pre -test and post -test will be recorded in a simple checklist. The results of this study show that there is an improvement in the achievement of two students with autism A and B in terms of reading verses 1-3 excellently without the help of teachers and can memorizing verses 1-3 through the assessment of verses and kalimah composers in black correctly without the help of verses and kalimah as a guide. Furthermore, two of students with autism showed different achievements, namely students C and D were able to read with the help of the teacher to mention the first of verses 1-3 of Surah al-Fatihah. While the achievement of memorizing student’s C and D can achieve the verses only where were student C can match coloured verses with example of verses and student D can compose verses 1-3 coloured sentences without example verses.

Aplicación móvil para niños con dificultades de aprendizaje en la automatización del proceso de reconocimiento de palabras

The aim of this study is to develop a mobile application that facilitates learning to read and that facilitates the processes of automatic word recognition and lexical access for children with learning difficulties. The Basic4android software, suitable for creating compatible applications on a tablet with Android operating system, was used to develop the application. The application contains a vocabulary of 1500 words and the appearance of a game. It is based on the principles of direct path activation of word recognition or global path and cognitive anticipation. The mobile application allows teachers to easily control variables in the cognitive processing of exercises. It is concluded that the mobile application developed here can help in automating the process of word recognition for children with learning difficulties in reading.

Learning by Doing Intervention: Addressing Phonological Difficulties of Children through Audiolingual Method and Total Physical Response

Phonological awareness is a critical skill that children must master during the early foundations of literacy. It is considered a highly accurate predictor of a child’s success in learning to read. However, at the expected age, there are cases in which children have not developed phonological awareness that consequently result in poor reading skills. This case study sought to determine the alphabet knowledge of two seven-year-old children and address their difficulties in phonological awareness through the alphabetic code. The researchers conducted ten sessions of phonological interventions to children with identified language learning difficulties in reading. The data analysis and collection process included curriculum document reviews, diagnostic assessments, phonological interventions, and evaluation. Diagnostic results indicated that the children have difficulties in letter recognition of Consonant-Vowel-Consonant (CVC) patterns, blending, and segmentation of phonemes. However, anchoring on the principles of learning-by-doing delivered through oral-situational as a core language approach, the interventions in this case study were found effective for phonics instruction. The audio-lingual method and the total physical response in learning phonics, or letter sounds, activated children’s basic phonological skills. Repetition, drilling, memorisation and performing language or vocabulary concepts using physical movement to react to verbal input can lessen the phonological difficulties of children. In light of the current global situation, no previous studies have applied a case study utilizing both audiolingualism and total physical response to address the phonological issues of non-readers. Hence, this study offers scientific and pedagogical implications.

Reading and comprehension: phoniatric assessment in students with reading difficulties

IntroductionReading is a highly refined skill that encompasses two main components: decoding graphic symbols and understanding the written message. These aspects generally develop together, but reading comprehension is a much more complex process, sustained not only by the identification of written words and vocabulary but also by language systems, such as syntax and general knowledge. Although there is a well-established technique for performing the phoniatric assessment, there is no common use of tests that assess reading comprehension or the association of this information with other assessment data. ObjectiveThe objective of this study is, in the context of the phoniatric consultation, to evaluate the reading and retelling in children with relevant reading difficulties and to correlate the decoding and comprehension problems with the alterations observed in auditory and visual perceptual tests, pointing out the evidence that best contributed to the differential diagnosis of these subjects. MethodsStarting from a population of 301 children enrolled in the 4th and 5th grades of elementary school, 13 children with evident reading and writing difficulties were evaluated regarding the reading and retelling tasks and separated into groups according to the problem of decoding, fluency, and comprehension. Reading performance was correlated with the performance in visual and auditory perceptual tests and based on the similarity analysis, the tests considered to be the most relevant in the diagnosis process of these children were identified. ResultThe results suggest that the tasks: naming of figures, repetition of numbers in reverse order, figure copying, syllabic synthesis, phonemic synthesis, rhyme, and phonemic manipulation altogether contribute to diagnosis and multidisciplinary intervention aspects. ConclusionSome tasks are more relevant to the diagnostic process of children with complaints of learning difficulties in reading.

Piloting the Response to Intervention Model in the Canary Islands: Prevention of Reading and Math Learning Disabilities.

The main objective of this study was to examine the effectiveness of an intervention implemented by elementary school teachers within the context of the Response to Intervention (RtI) model. For this purpose, a Tier 2 or secondary intervention was implemented by Spanish-speaking teachers in grades K-3 after receiving training to implement RtI components with fidelity. A total of 1,923 at-risk students were assigned to treatment (in reading, n = 542; in math, n = 483) or control (in reading, n = 406; in math, n = 492). Teachers were provided with a support system that included two web-based training programs for reading (i.e., Letra program) and math (i.e., Primate program). Implementation fidelity was analyzed using direct observations and self-reports. All students were assessed three times during the academic year. A hierarchical linear growth modeling was conducted, and differences in the growth rate of reading and math performance were analyzed between at-risk students who have received the intervention and those who have not received it. Children at-risk in the intervention condition appeared to benefit more than at-risk children in the control condition. Moreover, findings indicate that the earlier the intervention, the greater the percentage of students who leave the situation of risk of learning difficulties in reading and math.

LEARNING DIFFICULTIES IN SOLVING CALCULUS TESTS

Calculus is a branch of mathematics that is applied to solve various problems in various fields of science such as engineering, physics, medicine, chemistry, economics, and various other sciences. However, most students assume that calculus is an elusive material. Therefore, it is necessary to have a study of the difficulties of students in solving calculus questions, given the very importance of this concept in taking the next course. This study is qualitative descriptive research that involved forty-two second semester students of the Mathematics Education Program of IAIN Palopo, and six of them are the interview subjects. In data collection, it used written tests and interviews. Furthermore, the data obtained are then analyzed through reduction, data presentation, and conclusions withdrawal. The findings show that the students get learning difficulties in reading by 52.38%, in writing by 66.67%, and in accounting by 57.14%. The factors causing these difficulties, namely students are not able to identify questions, difficulties in using integral symbols, difficulties in using proper techniques and formulas, difficulties in understanding the steps to solve partial integral problems, difficulties in calculations, difficulties in solving until the final stage of the integral process.

Comorbid Learning Difficulties in Reading and Mathematics: The Role of Intelligence and In-Class Attentive Behavior.

The goal was to identify the domain-general cognitive abilities and academic attitudes that are common and unique to reading and mathematics learning difficulties that in turn will have implications for intervention development. Across seventh and eighth grade, 315 (155 boys) adolescents (M age = 12.75 years) were administered intelligence, verbal short-term and working memory, and visuospatial memory, attention, and ability measures, along with measures of English and mathematics attitudes and mathematics anxiety. Teachers reported on students’ in-class attentive behavior. A combination of Bayesian and multi-level models revealed that intelligence and in-class attentive behavior were common predictors of reading accuracy, reading fluency, and mathematics achievement. Verbal short-term memory was more critical for reading accuracy and fluency, whereas spatial ability and mathematics self-efficacy were more critical for mathematics achievement. The combination of intelligence and in-class attentive behavior discriminated typically achieving students from students with comorbid (D = 2.44) or mathematics (D = 1.59) learning difficulties, whereas intelligence, visuospatial attention, and verbal short-term memory discriminated typically achieving students from students with reading disability (D = 1.08). The combination of in-class attentive behavior, verbal short-term memory, and mathematics self-efficacy discriminated students with mathematics difficulties from their peers with reading difficulties (D = 1.16). Given the consistent importance of in-class attentive behavior, we conducted post hoc follow-up analyses. The results suggested that students with poor in-class attentive behavior were disengaging from academic learning which in turn contributed to their risk of learning difficulties.