Review of Children's Learning Difficulties: A Cognitive Approach.

1994 ◽  
Vol 39 (7) ◽  
pp. 777-777
Author(s):  
Terri Gullickson ◽  
Pamela Ramser
Keyword(s):  
Learning Difficulties ◽  
Cognitive Approach ◽  
Children’S Learning ◽  
Children's Learning

Children's Learning Difficulties: A Cognitive Approach

1993 ◽  
Vol 41 (4) ◽  
pp. 424 ◽  
Author(s):  
Norman Freeman ◽  
J. Dockrell ◽  
J. McShane
Keyword(s):  
Learning Difficulties ◽  
Cognitive Approach ◽  
Children’S Learning ◽  
Children's Learning

scholarly journals Improving Learning Through Dynamic Assessment

2012 ◽  
Vol 29 (2) ◽  
pp. 95-106 ◽  
Author(s):  
Fraser Lauchlan
Keyword(s):  
Dynamic Assessment ◽  
Learning Difficulties ◽  
Teaching Staff ◽  
Educational Psychologists ◽  
Children’S Learning ◽  
Theory To Practice ◽  
Common Complaint ◽  
Parents And Children ◽  
The World ◽  
Children's Learning

Dynamic assessment is increasingly being used by educational psychologists around the world and is largely seen as a valuable approach to assessing children and providing useful classroom suggestions to help teachers working with children who have learning difficulties. However, a common complaint about the approach is the difficulty in moving from theory to practice, and in particular how to feedback the results of a dynamic assessment to teaching staff, parents, and children in order to provide an effective programme of intervention. This article provides some background to a practical resource created by two practising educational psychologists who have developed a framework on how to put dynamic assessment into practice that has the potential to make meaningful gains in children's learning.

Children's Learning Difficulties in Mathematics

1985 ◽  
Vol 17 (4) ◽  
pp. 405-416 ◽  
Author(s):  
Kathleen E. Gannon ◽  
Herbert P. Ginsburg
Keyword(s):  
Learning Difficulties ◽  
Children’S Learning ◽  
Children's Learning

scholarly journals Preschool Children’s Social Information Processing Mediates the Link between the Quality of the Parent-Child Relationship and the Child’s Learning Difficulties

2021 ◽  
Vol 18 (4) ◽  
pp. 1972
Author(s):  
Reout Arbel ◽  
Inbar Sofri ◽  
Einat Elizarov ◽  
Yair Ziv
Keyword(s):  
Information Processing ◽  
Relationship Quality ◽  
Social Information Processing ◽  
Social Information ◽  
Learning Difficulties ◽  
Parent Child Relationship ◽  
Children’S Learning ◽  
Child Relationship ◽  
Children's Learning

(1) Background: This study aims to explore children’s social information processing (SIP) as an explanatory mechanism in the link between parent–child relationship and children’s learning difficulties in kindergarten; (2) Methods: The sample included 115 kindergarteners (62 girls; 53 boys; Mage = 68.5 months, SD = 6.04), their parents and the school teacher. Parents reported on relationship quality with the child and teachers reported on children’s learning difficulties and school achievements. Children’s SIP was assessed with the social information processing interview—preschool version (3) Results: Mother and father relationship quality with the child associated with children’s SIP; however, only the father’s but not the mother’s quality of relationship with the child was associated with children’s learning difficulties and school achievements. Children’s SIP mediated this latter link; (4) Conclusions: Parents’ relationship quality with the child and children’s SIP are pertinent factors in children’s learning in the early years. The father–child relationship seems to be a strong determinant of a child’s approach to learning and achievement and may have long lasting effects on children’s mental health.

scholarly journals STUDENTS LEARNING PROBLEMS IN EARLY READING AND WRITING AT GRADE 1 OF ELEMENTARY SCHOOL

2021 ◽  
Vol 13 (2) ◽  
pp. 58
Author(s):  
Rosmayasari Rosmayasari
Keyword(s):  
Elementary School ◽  
Learning Difficulties ◽  
Learning Problems ◽  
Learning Material ◽  
Reading And Writing ◽  
Children’S Learning ◽  
Learning Attitudes ◽  
Good Learning ◽  
Learning Development ◽  
Children's Learning

Characteristics of students who have learning difficulties are minimum IQ levels, tend to have lower academic self-esteem than able students, cannot be good listeners, think, speak, read and write, write spelling, and even calculate the calculation of natural mathematics. This research is a qualitative study with the participants of grade 1 students in an elementary school in Bandung. The focus of this research is on students' difficulty in reading and writing initially. The results of the study found a way to deal with students who have difficulty learning to read and write initially by connecting the initial knowledge students have with the material to be taught, structuring a comfortable environment for learning, using interesting resources, learning material and media, provide lessons for improvement or improvement, provide repetition of material or enrichment, provide learning motivation, and build good learning attitudes and habits. The involvement of parents in overcoming student learning difficulties is to be able to establish communication with class teachers to find out their children's learning development, provide free time with children to discuss lessons that have been given at school, provide learning facilities, understand children's learning difficulties and provide guidance, and provide motivation in learning.

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