Evaluation of Language Disordered Children with Dyslexia and Teachers’ Awareness in Port Harcourt City (original) (raw)
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Identification and Assessment of Children with Dyslexia in Allahabad City
Universal Journal of Psychology, 2014
The survey method was adopted for the present study. The investigation was conducted in different schools of Allahabad district including five English medium schools and five Hindi medium schools with respect to the identification and assessment of children with reading related problems (dyslexia). The sample comprised of the teachers teaching English language to identify the children having reading related problems (dyslexia) from 2 nd to 8 th standards in English and Hindi medium schools. The following tools used for data analysis were general information Problem checklist-teacher report from A and B [18]. Specific information NIMHANS index of learning disability[8] Dyslexia was found higher in children of Hindi medium schools from 2 nd to 8 th standards, as compared to English medium schools from 2 nd to 8 th standards, as perceived by the teachers. NIMHANS index of specific learning disability test in words and comprehension reading were found in decreasing order in 2 nd to 8 th standard in English medium schools and 3 rd to 7 th standard in Hindi medium schools.. Total number of 59 Children in English Medium Schools and 42 Children in Hindi Medium Schools in words reading and comprehension reading in (NIMHANS) index of specific learning disability test were found having. reading related problems (dyslexia).
Development and validation of a teacher awareness questionnaire about dyslexia
South African Journal of Childhood Education
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 is a language based learning disability. Dyslexia refers to cluster of symptoms, which result in people having difficulties with specific language skills, mainly reading. Dyslectic students usually faced difficulties like spelling, writing and pronouncing words. If dyslectic students not identified and treated properly at proper time means early stage than this disease become more serious for those students, they lost their confidence day by day. So, it is very much essential to identified properly and treat them at very early stages of this disease. This paper try to find out the awareness level of primary school teachers of Bankura district on dyslexia, try to find out the dyslectic students (in primary schools) on Bankura district, and also try to find out the proper solution to overcome from this.
A Study to find the perceptions of teachers towards child with dyslexia
The present study was conducted with the objective of finding out the perceptions of teachers towards child with dyslexia.This study was conducted at schools in Delhi region. Many misperceptions were also identified based on how long teachers had taught, whether teachers had specialist certificate or training to teach child with dyslexia, the school from which teachers earned their teaching degree, and overall beliefs' about child with dyslexia. Significance of the findings in relation to the wider inclusive educational ideology is discussed and suggestions are made about the child with dyslexia. Learning to read is quite clearly the most important thing that we all learn at school. It is a well-established fact that every individual is unique but some of them are so unique that they do not fit into the typical group. One such difference is associated with behavior i.e. dyslexia. With no visible features or symptoms, dyslexia is a complex condition to understand. It is a lifelong developmental disorder that affects a child's learning ability. According to the International Dyslexia Association (2002), dyslexia is defined as a specific learning disability that is neurological in origin that affects as many as one in five children. Dyslexia is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary and background knowledge.
DOI: 10.13189/ujp.2014.020604 Identification and Assessment of Children with Dyslexia in
2016
The survey method was adopted for the present study. The investigation was conducted in different schools of Allahabad district including five English medium schools and five Hindi medium schools with respect to the identification and assessment of children with reading related problems (dyslexia). The sample comprised of the teachers teaching English language to identify the children having reading related problems (dyslexia) from 2nd to 8th standards in English and Hindi medium schools. The following tools used for data analysis were general information Problem checklist- teacher report from A and B [18]. Specific information NIMHANS index of learning disability[8] Dyslexia was found higher in children of Hindi medium schools from 2nd to 8th standards, as compared to English medium schools from 2nd to 8th standards, as perceived by the teachers. NIMHANS index of specific learning disability test in words and comprehension reading were found in decreasing order in 2nd to 8th standa...
This regional research was carried out in Doma Local Government Area of Nasarawa State, with the aim of investigating and identifying dyslexia awareness in the area. The study focused particularly on selected primary schools in Doma Local Government Area. A structure questionnaire was prepared and distributed to fifty seven (57) primary school teachers who participated for the study. A pilot study was conducted to check the reliability of the instrument and it was analysed with the aid of the Statistical Package for Social Sciences (SPSS). The result of HO1 show that P > 0.05, this result implies that there is a very weak positive relationship between dyslexia awareness and children learning disability in Doma local government area, while HO2 result show that P > 0.05, this result implies that regardless of the gender of students, there is no difference on learning disability in children. Based on these findings the study concludes that the lack of an extensive understanding of disability and disability rights, which are very much features of a social model construct of disability, has impacted negatively on inclusive practices and perceived understanding of who is deemed educable. Following this, a number of recommendations were made including the need for robust teacher training programmes which will raise the awareness and understanding of dyslexia and in so doing improve the learning experiences of children with dyslexia.
http://ijshr.com/IJSHR\_Vol.2\_Issue.3\_July2017/IJSHR003.pdf, 2017
India is home to the largest number of children in the world, significantly larger than the number in China. The country has around 30 percent of the 0-14 years child population. Teachers play a very significant role of children's life and schools are vital platform of every child. In this present study a cross-sectional descriptive survey was conducted to assess the knowledge and attitude regarding dyslexia among teachers at selected schools, Punjab. This study was conducted at 10 selected schools according to researcher's convenient. Study sample were 110 teachers who were recruited through convenience sampling technique who had fulfil inclusion and exclusion criteria. Ethical clearance was taken from the research and ethical committee of the SGL nursing college, Jalandhar. Result of study has shown that knowledge level regarding dyslexia among teachers. They had 39 (35.5%) average knowledge, 32(29.1%) had below average, 30(27.3%) had good and very few of them had 9(8.2%) excellent knowledge. This study showed that attitude of teachers regarding dyslexia on various level of five point of likert scale. Study found that highly significant association between level of knowledge and socio-demographic variables i.e. age, qualification, teaching experience, marital status, areas of residence, religion and source of information p-value <0.001.
2018
Research proved that raising the phonological and phonemic awreness among students may help students at risk not to be future dyslexic.Moreover, teachers awareness play a vital role in identifying students with dyslexia and help them to apply the suitable intervention for students with dyslexia. Therefore, the objective of this study was two-fold as follows: to investigate: a) teachers in UAE awareness about dyslexia and the appropriate use of intervening measures to serve students with dyslexia, and b) the teachers awareness influence on intervention quality with students with dyslexia A convergent parallel mixed methods design was adopted to collect data, 29 teachers participated in answering the questionnaire designed for quantitative data collection, and at the same time a case study was conducted to qualitatively provide insights into the context from an intervention with a dyslexic student. Findings indicated that while teachers expressed fair understanding of dyslexia as a re...
A Study to Find the Challenges Faced By Teachers in the Class of Child with Dyslexia
The survey study was conducted with the objective to find out the challenges faced by teachers in the class having children with dyslexia. This study was conducted at government and private schools of Delhi region. Significance of the findings in relation to the wider inclusive educational ideology is discussed and recommendations are made on the basis of the findings of the investigation.
2016
This research sought to establish challenges faced by grade seven teachers when teaching pupils with dyslexia in the mainstream lessons in Mzilikazi District in Bulawayo Metropolitan province. The qualitative approach with a case study research design was used to enable an in-depth establishment of challenges faced by grade seven teachers when teaching pupils with dyslexia in the mainstream lessons. Convenience sampling and purposive sampling techniques were employed in the selection of a sample of 20 respondents out of a target population of 170 potential respondents. Questionnaires and interview schedules were employed for gathering data. Thematic analysis of data revealed that grade seven teachers in Mzilikazi district had minimal knowledge or understanding of dyslexia. The results also disclosed that grade seven teachers’ lack of knowledge and confidence with teaching dyslexic pupils also hindered their provision of support for dyslexic pupils. The study revealed that grade seve...