tandfonline.com – Assessment of Dyslexia – Why, When, and with What?
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Assessment of Dyslexia – Why, When, and with What? Link til kilde
Dyslexia
tandfonline.com – Facilitating positive L1 transfer through explicit spelling instruction for EFL learners with dyslexia: an intervention study
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract There is growing evidence that dyslexia may involve difficulty with implicit learning, which may hinder learners with dyslexia to acquire spelling skills in a foreign language through implicit instruction. Paradoxically, this is exactly how Dutch students with dyslexia learn English spelling at school. This research aims to determine if implementing explicit spelling instruction, based on a direct comparison between L1 Dutch and L2 English spelling, facilitates the development of spelling skills of dyslexic learners in English as a Foreign Language. The participants were 40 Dutch-speaking secondary-school students independently diagnosed with dyslexia (age 12–14). Twenty participants attended their regular English lessons (comparison group), whereas 20 other participants received explicit contrastive spelling instruction once a week for eight weeks (intervention… Continue Reading
tandfonline.com – Literacy Progress in Children with Dyslexia and the Role of Attention
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Formulae display:?Mathematical formulae have been encoded as MathML and are displayed in this HTML version using MathJax in order to improve their display. Uncheck the box to turn MathJax off. This feature requires Javascript. Click on a formula to zoom. Abstract The main focus of this study was the role of attention in children with dyslexia (n = 137), who participated in a literacy-remediation program. Prior to and during four assessment moments (pretest and follow-ups 1–3), the attentional skill was assessed using the Attention Concentration Test (ACT). The ACT provides two measures for attentional skill, namely, working speed and distraction time. Working speed, unlike distraction time, was related to word and text decoding, and spelling (i.e., literacy level). Children who had… Continue Reading
tandfonline.com – Empathy and theory of mind abilities of children with specific learning disorder (SLD)
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT OBJECTIVES: Specific learning disorder (SLD) is a very common disorder in childhood, and it is discussed under neurodevelopmental disorders in the Fifth Edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5). SLD affects children’s academic achievement, as well as bringing challenges in their social relationships. The purpose of our study is to compare the empathy and theory of mind (ToM) abilities of children with SLD with those of healthy peers. METHODS: A total of 83 children were included in our study, comprising 40 cases diagnosed with SLD and without comorbidity and 43 healthy controls. The case group’s mean age was 9.3 ± 1.5 years and the control group’s mean age was 9.3 ± 1.3 years. All children were evaluated using… Continue Reading