scholarly journals The Effect of Whole Language Education Program on Reading Ability of Students with Learning Disabilities.

2010 ◽  
Vol 49 (null) ◽  
pp. 113-132 ◽  
Author(s):  
이성용 ◽  
연보라
Keyword(s):  
Learning Disabilities ◽  
Education Program ◽  
Reading Ability ◽  
Whole Language ◽  
Language Education ◽  
Students With Learning Disabilities ◽  
Whole Language Education

Best Practices in Promoting Reading Comprehension in Students with Learning Disabilities 1976 to 1996

1997 ◽  
Vol 18 (4) ◽  
pp. 198-213 ◽  
Author(s):  
Margo A. Mastropieri ◽  
Thomas E. Scruggs
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
Best Practices ◽  
Whole Language ◽  
Relevant Literature ◽  
Comprehension Strategies ◽  
Extensive Literature ◽  
Students With Learning Disabilities ◽  
Reading Comprehension Strategies ◽  
Questioning Strategies

Abstract In this review, the best practices for facilitating reading comprehension for students with learning disabilities are described and summarized. these best practices were derived from the results of an extensive literature review of research in reading comprehension with students with learning disabilities. analysis of all relevant literature revealed consistently high effects for some reading comprehension strategies. strongest outcomes were observed for teacher-led questioning and self-questioning strategies, followed by text-en hancem ent strategies, and, finally, strategies involving basic skills instruction and reinforcement. the few studies that were located in the area of whole language yielded less positive outcomes. implications for effective practice are described.

The Word Is Mightier than the Throne: Bucking Colonial Education Trends in Manchukuo

2009 ◽  
Vol 68 (3) ◽  
pp. 895-925 ◽  
Author(s):  
Andrew Hall
Keyword(s):  
Education System ◽  
Whole Language ◽  
Language Education ◽  
Colonial Education ◽  
Japanese Empire ◽  
Daily Lives ◽  
Japanese Colonial ◽  
Whole Language Education ◽  
Imperial Family ◽  
The Military

Japanese within the Manchukuo education bureaucracy stood out from their contemporaries in other Japanese colonies in their opposition to including militaristic and Japanese emperor-centered materials in the schools. As late as 1943, they published textbooks that focused on the students' daily lives rather than on encouraging respect for the military or reverence for the Japanese imperial family. Here, the author discusses how the congruence of an attempt by Manchukuo authorities at gaining authenticity and the progressive background of leading Japanese educators in the region brought about an education system that was unlike any other in the Japanese empire. Using Manchukuo textbooks, education journals, and postwar memoirs, the author examines a school of thought among Japanese colonial language educators, referred to as “reform optimists,” who held that whole language education could solve the contradiction between Manchukuo's stated ideal of ethnic equality and the reality of Japanese domination.

Instructional Strategies Used by General Educators and Teachers of Students with Learning Disabilities

1997 ◽  
Vol 18 (3) ◽  
pp. 174-181 ◽  
Author(s):  
Mary Ellen Drecktrah ◽  
Berttram Chiang
Keyword(s):  
Learning Disabilities ◽  
Instructional Strategies ◽  
Direct Instruction ◽  
Whole Language ◽  
General Educators ◽  
Teaching Reading ◽  
Students With Learning Disabilities ◽  
Philosophical Approach ◽  
Reading And Writing ◽  
Thematic Units

A survey was conducted to determine the instructional strategies used by special education teachers and general educators in teaching reading and writing, their philosophical approach (direct instruction or whole language), and what influenced teachers in making their philosophical decision. a 21-item questionnaire was completed by 183 elementary teachers of second and fifth grades and teachers of students with learning disabilities. the results indicated that the most important factor influencing respondents' philosophical decisions in teaching reading and writing is their teacher training program emphasis. results also indicated that the majority of respondents believe that a combination approach using both direct instruction and whole language is effective. the most commonly used instructional strategies by respondents include journal writing, writers' workshop, tradebooks, sustained silent reading, individualized reading, guided reading, and thematic units.

scholarly journals The Effectiveness of Neurological Impress Method on Reading Fluency of Students with Learning Disabilities in Amman, Jordan

2017 ◽  
Vol 11 (1) ◽  
pp. 165
Author(s):  
Ayed H. Ziadat ◽  
Mohammad Soud A. AL-Awan
Keyword(s):  
Learning Disabilities ◽  
Reading Fluency ◽  
Reading Ability ◽  
T Test ◽  
Students With Learning Disabilities ◽  
Neurological Impress Method ◽  
Different Levels ◽  
Neurological Impress

The aim of this study was to evaluate the effectiveness of Neurological Impress Method (NIM) on reading fluency of students with learning disabilities in Amman, Jordan. A sample of forty students (boys and girls) between the ages 10-12 years old with learning disabilities were selected from the Fourth Amman Educational Directorate in the Hashemite Kingdom of Jordan.Students focused groups in this research were separated into two different groups including the satisfactory controlled group. The participants were taught for one complete semester. Two hypotheses were formulated to guide this research.Statistical analysis to the gathered data revealed that the focused group of students who were trained according to the scheduled strategy to improve students reading ability or became more fluent in reading.Full analyses were applied using the T-test on all available data, indicating that students who were trained according to the scheduled strategy.The study found out that the strategy reduced the reading fluency deficiency in teens with different levels of learning disabilities. Consequently, it was recommended that the strategy can be used to improve reading fluency of students with learning disabilities.

The Effects of Prior Knowledge and Schema Activation Strategies on the Inferential Reading Comprehension of Children with and without Learning Disabilities

1996 ◽  
Vol 19 (1) ◽  
pp. 48-61 ◽  
Author(s):  
Sonya C. Carr ◽  
Bruce Thompson
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
Prior Knowledge ◽  
Reading Ability ◽  
Reading Level ◽  
Students With Learning Disabilities ◽  
Schema Activation

The present study compared the reading comprehension abilities of students with learning disabilities (LD) and those of both their age peers and their reading-level peers. Reading passages included familiar and unfamiliar topics, so as to assess the use of prior knowledge under varying conditions. All passages tested inferential reading ability, since the answers to test questions could be inferred from content, but were not explicitly stated. Subject activation and experimenter activation of prior knowledge were also compared. All groups benefited from experimenter activation of prior knowledge, but these benefits were most noteworthy for subjects with LD, and when passage topics were unfamiliar. The subjects with LD performed very similarly to their reading-level peers, as opposed to their age peers. Thus, the findings shed some light on the nature of learning disabilities. Implications for instruction are explored.

scholarly journals TREATMENT FOR STUDENTS WITH LEARNING DISABILITY THAT CAN BE DONE BY BOTH TEACHERS AND PARENTS: A LITERATURE REVIEW

2019 ◽  
Vol 6 (02) ◽  
pp. 133-140
Author(s):  
Danny Rusmono
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Education Program ◽  
Group Intervention ◽  
Students With Learning Disabilities ◽  
Students With Special Needs ◽  
Catching Up ◽  
Inclusion Education ◽  
Special Education Program ◽  
Teachers And Parents

Inclusion education program has been implemented in Indonesia, which means schools are obliged to accept students with special needs. Students of said category perieved as a particular burden by their teachers. Teachers said that it was because they are lacking in experience to handle said students and they did not graduate from special education program in college. Aside from teachers, there are parents who are still lacking in information about the condition of their children. The present reserarch aims to find treatments suitable for teachers and parents to do to children with learning disabilities. The search of e-literatures was conducted to identify journals published from 2009 to 2019 concerning treatments that are suitable for teachers and parents to do. Electronic databases used were ScienceDirect, Proquest, Springer and SAGE. There were 6 studies used in this research after excluding studies that did not match to criteria used in this review. Treatments that can be done by both teachers and parents to students with learning disabilities are Group Intervention, Teacher-made Instruction Material, Homeschooling, Phonology and Orthography. The outcome of using those treatments is that students show improved skills to do what they have been struggling with and catching up with their peers.   Abstrak Pendidikan inklusi sudah diberlakukan di Indonesia. Artinya semua sekolah wajib menerima siswa berkebutuhan khusus. Guru mendapati siswa berkebutuhan khusus membawa beban dalam pengajarannya. Hal tersebut dikarenakan guru yang kurang berpengalaman atau guru tidak berasal dari pendidikan luar biasa. Selain guru yang kurang dapat menangani siswa berkebutuhan khusus, orang tua juga masih ada yang kurang memahami kondisi anaknya. Penelitian ini bertujuan untuk menemukan penanganan apa yang bisa dilakukan oleh orang tua dan guru. Pencarian literatur elektronik yang diterbitkan dalam 10 tahun terakhir mengenai penanganan yang dapat dilakukan oleh orang tua dan guru. Database elektronik yang digunakan adalah ScienceDirect, Proquest, Springer, Sage. Ada 6 studi yang digunakan setelah adanya seleksi menurut kriteria yang sudah ditetapkan. Ada beberapa penanganan yang dapat dilakukan bagi siswa dengan learning disability seperti group intervention, teacher-made instruction material, homeschooling, phonology dan ortography. Dari penanganan yang telah disebutkan, hasilnya adalah siswa dengan learning disability menunjukkan kemampuan belajar yang membaik, dan mampu mengejar ketertinggalan mereka dengan teman sebayanya.

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