Relevant bibliographies by topics / Books for Slow learning children

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Books for Slow learning children'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 January 2023

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Journal articles on the topic "Books for Slow learning children"

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Suryana, Nana. "PROBLEMATIKA SLOW LEARNER." MADROSATUNA : Jurnal Pendidikan Guru Madrasah Ibtidaiyah 1, no. 1 (2018): 12–25. http://dx.doi.org/10.47971/mjpgmi.v1i1.15.

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In the learning process, teachers will face a variety of differences that children have, for example children who are slow to follow learning. A slow learner is not a stupid child. Children of slow learners are only delays in following the teaching and learning process compared to other children. This is caused by wrong perceptions of children, emotional disturbances, and errors in education.
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Bateman, Barbara. "TEACHING WORD RECOGNITION TO SLOW-LEARNING CHILDREN." Reading & Writing Quarterly 7, no. 1 (1991): 1–16. http://dx.doi.org/10.1080/0748763910070102.

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Iza Syahroni, Wasilatur Rofiqoh, and Eva Latipah. "CIRI-CIRI DISLEKSIA PADA ANAK USIA DINI." Jurnal Buah Hati 8, no. 1 (2021): 62–77. http://dx.doi.org/10.46244/buahhati.v8i1.1326.

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Dyslexia is a type of learning difficulty in children in the form of reading disabilities, symptoms that are not caused by the ability of sight, hearing, intelligence, or skills in languagee, but rather to disturbances in the brain processes when processing the information it receives. The factors that couse dyslexia, are phenoological problems, educational factors, psychological factors, and biological factors. As for the characteristics of dyslexia, among others: symptoms of dyslexia in pre-school: 1), loves to mix up words and phrases, 2), difficulty learning the repetition of sounds (rhyme
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Suryana, Dadan, Novi Engla Sari, Winarti, Lina, Farida Mayar, and Sri Satria. "English Learning Interactive Media for Early Childhood Through the Total Physical Response Method." JPUD - Jurnal Pendidikan Usia Dini 15, no. 1 (2021): 60–80. http://dx.doi.org/10.21009/jpud.151.04.

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Although there are several approaches and strategies for teaching foreign languages, the Total Physical Response (TPR) approach is the most suitable for young learners. TPR is a way of teaching language that is based on the synchronization of speech and behaviour, or in other words, teaching language through movement. This study aims to develop English learning media for children through the Total Physical Response (TPR) method. This study uses a Research and Development (R & D) approach. The development model used is the ADDIE development model (analysis, design, development, implementati
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Hafidah, Hafidah, and Rukli Rukli. "Treatment Slow Learner Learning Repetitive Addition with Realistic Mathematics Learning Approach." Mimbar Sekolah Dasar 9, no. 3 (2022): 396–412. http://dx.doi.org/10.53400/mimbar-sd.v9i3.48586.

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Mathematics is the queen of science, but many children experience slow learners in these subjects. Slow learners can achieve maximum abilities if the learning approach is appropriate to the situation. This study examines slow learner children with a realistic mathematics education approach. The research method uses single subject research with multiple baseline cross conditions designs at school and home. Then data analysis uses an internal analysis approach and an analysis between curves of both conditions. The results showed that slow learners experienced a higher tendency to score higher wh
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Hartini, Ayu, Dessy Widyaningtyas, and Mai Istiqomatul Mashluhah. "LEARNING STRATEGIES FOR SLOW LEARNERS USING THE PROJECT BASED LEARNING MODEL IN PRIMARY SCHOOL." JPI (Jurnal Pendidikan Inklusi) 1, no. 1 (2017): 29. http://dx.doi.org/10.26740/inklusi.v1n1.p29-39.

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Children with slow learning problem or a slow learner are those who have low learning achievement or slightly below average of children in general. Today, the children slowly learn many encountered not only in school inclusion, but in regular schools too. Teachers who do not have adequate experience will find it difficult to deal with in the classroom. So the goal of this research is to find appropriate learning strategies for slow learners in elementary school.
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Noni, Ipon Nonitasari. "Teacher Learning Strategies to the Slow Learner Students in Thematic Learning." Wacana : Jurnal Bahasa, Seni, dan Pengajaran 4, no. 2 (2021): 19–26. http://dx.doi.org/10.29407/jbsp.v4i2.14939.

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Dealing with slow learner students in non-inclusive schools is not an easy thing to do. Not all teachers are able to teach slow learner students who are in the same class as regular students. Especially, if the number of slow learner students is not small. So that the teacher must have an ideal learning strategy in thematic learning. Thematic learning is learning that places one theme on several subjects. This study aims to determine how the teacher's strategy in dealing with slow learner children who are in the same class as regular children so that the learning carried out can still improve
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Campbell, Robin. "Literacy learning — Valuing books, children and teachers." Education 3-13 31, no. 1 (2003): 53–57. http://dx.doi.org/10.1080/03004270385200091.

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Lennox, Sandra. "Sharing Books with Children." Australasian Journal of Early Childhood 20, no. 1 (1995): 12–16. http://dx.doi.org/10.1177/183693919502000104.

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A descriptive study was undertaken to look at the interactions, goals and purposes of four mothers as they shared two narrative and two expository texts with their preschoolers over a six-month period. The study was based within the framework of Vygotsky's (1978) theory of literacy and learning. A key factor in Vygotsky's theory is the social interaction between the literate adult and the young child. Informal observations of literacy in the home, discussions with mothers, and analysis of video recordings of story reading sessions revealed differences in the way literacy was constructed. Despi
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Mansyur, Abd Rahim. "Telaah Problematika Anak Slow Learner dalam Pembelajaran." Education and Learning Journal 3, no. 1 (2022): 28. http://dx.doi.org/10.33096/eljour.v3i1.147.

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This study reviews the problems of slow learners in learning. Literary references slow learner to teachers providing learning and parents in providing assistance to children at home during online learning. Based on the results of the study that has been carried out, it is concluded that slow learner children are children who experience learning delays. This can be shown in situations where a child has not been able to master the learning information conveyed by the teacher within a certain time limit. The characteristics of these children are one level above mentally retarded children so they
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Dissertations / Theses on the topic "Books for Slow learning children"

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Law, Yu-hang Winifred. "Instructional strategies for children with learning difficulties in the regular secondary classrooms : views of secondary school teachers /." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B16121569.

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Leung, Chi-hung, and 梁智熊. "A study of the relationship between self-concept of mild grade mentally retarded and their family acceptance." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956543.

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Leung, Chi-hung. "A study of the relationship between self-concept of mild grade mentally retarded and their family acceptance." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1368663X.

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Law, Man-shing. "Social status and friendship patterns among students with learning difficulties." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14777794.

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Li, Ying-ha Daisy, and 李影霞. "Stimulating early language in young developmentally delayed children: the effectiveness of a languageintervention programme using a parent group training model." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956634.

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Wong, Tsui-ting Peony. "Late talkers in Cantonese the productive language outcome and the relationship between phonetic development and lexicon size /." Click to view the E-thesis via HKU Scholars Hub, 2003. http://lookup.lib.hku.hk/lookup/bib/B38890902.

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Thesis (B.Sc.)--University of Hong Kong, 2003.<br>"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 30, 2003." Includes bibliographical references (p. 28-30) Also available in print.
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Li, Ying-ha Daisy. "Stimulating early language in young developmentally delayed children : the effectiveness of a language intervention programme using a parent group training model /." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13671583.

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Williams, Thomas Edwin. "A multimodal approach to the assessment and treatment of children with learning difficulties." Thesis, Connect to e-thesis, 1987. http://theses.gla.ac.uk/662/.

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Thesis (Ph.D.) - University of Glasgow, 1987.<br>Ph.D. thesis submitted to the Department of Psychology, Faculty of Information and Mathematical Sciences, University of Glasgow, 1987. Includes bibliographical references. Print version also available.
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Midford, Nicole Anne. "Expressive Communication and Socialization Skills of Five-Year Olds with Slow Expressive Language Development." PDXScholar, 1993. https://pdxscholar.library.pdx.edu/open_access_etds/4612.

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Beginning at birth, a child's receptive and expressive language skills are developing in stages. Likewise, the child's socialization skills are progressing in stages. However, it does not seem that communication and socialization are developing independently of each other. Rather, it seems that their development is interrelated.Children learn to speak in a social context, and social situations are necessary for the development of a variety of language structure~ On the same note, in order for those language structures to develop normally, it is necessary for the child to participate in differe
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Law, Yu-hang Winifred, and 羅汝珩. "Instructional strategies for children with learning difficulties in the regular secondary classrooms: views ofsecondary school teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958758.

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Books on the topic "Books for Slow learning children"

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Atkinson, E. J. An A-Z list of reading books. 5th ed. NARE Publications, 1985.

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The best: High/low books for reluctant readers. Libraries Unlimited, 1990.

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Resources for middle-grade reluctant readers: A guide for librarians. Libraries Unlimited, 1987.

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Dharmāvata, Īśā. Manda adhigamakoṃ kā śaikshika anusandhāna: Adhyayana ādatoṃ, hīnatā bhāvanāoṃ, aura ātmaviśvāśa ke viśesha sandarbha meṃ. Yūnīvarsiṭī Buka Hāusa, 2010.

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Johnson, Pat. Catching readers before they fall: Supporting readers who struggle, K-4. Stenhouse Publishers, 2009.

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1970-, Keier Katie, ed. Catching readers before they fall: Supporting readers who struggle, K-4. Stenhouse Publishers, 2010.

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V, LiBretto Ellen, ed. High/low handbook: Books, materials, and services for the problem reader. 2nd ed. Bowker, 1985.

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The slow-learning child in the classroom. Master Teacher, Inc., 1989.

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Implications of Technological Advances for Special Educational Services (Conference) (1985 Rochester, Minn.). Understanding learning disabilities: International and multidisciplinary views. Plenum, 1985.

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Sneddon, Raymonde. Bilingual books: Biliterate children learning to read through dual language books. Trentham Books in partnership with Mantra Lingua, 2009.

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Book chapters on the topic "Books for Slow learning children"

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Mansor, Marzita, Wan Adilah Wan Adnan, and Natrah Abdullah. "Slow Learner Children Profiling for Designing Personalized eBook." In Learning and Collaboration Technologies. Designing and Developing Novel Learning Experiences. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-07482-5_29.

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Kapustka, Katherine, and Sarah Bright. "Matching Children to Books." In Integrating Social and Emotional Learning with Content. Routledge, 2022. http://dx.doi.org/10.4324/9781003247425-4.

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Diano, Federico, Fabrizio Ferrara, Alessia Rosa, and Michela Ponticorvo. "Diligo 2.0: A Pilot Study for the Use of a Mobile App to Assess School Readiness." In Psychology, Learning, Technology. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-15845-2_6.

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AbstractDiligo 2.0 is a mobile app designed as a serious game to assess spatial and numerical cognition as key elements of the school readiness concept in association with a preference for slow and fast thinking strategies. School readiness is a key concept for the future development of cognitive and emotional abilities of children, and it is highly correlated with academic success. The app is also focused on evaluating a preference for slow or fast thinking activities. The Diligo 2.0 app has been developed for Android platform and has been distributed in two Italian schools as a pilot study with 44 children. Usage data have been collected and are discussed in this paper to show possible directions for this kind of digital tool both for assessment and for training children's abilities.
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Di Fuccio, Raffaele, Michela Ponticorvo, Andrea Di Ferdinando, and Orazio Miglino. "Towards Hyper Activity Books for Children. Connecting Activity Books and Montessori-like Educational Materials." In Design for Teaching and Learning in a Networked World. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-24258-3_31.

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Shamir, Adina, Ofra Korat, and Renat Fellah. "Promoting Emergent Literacy of Children at Risk for Learning Disabilities: Do E-Books Make a Difference?" In Technology as a Support for Literacy Achievements for Children at Risk. Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-5119-4_11.

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Shamir, Adina, and Gila Dushnitzky. "Metacognitive Intervention with e-Books to Promote Vocabulary and Story Comprehension Among Children at Risk for Learning Disabilities." In Literacy Studies. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20077-0_13.

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Ruiz, Blanca Iciar Indave. "Improving the WHO Classification of Tumours by an Evidence-Based Approach: A New Online/Blended Learning Training Program." In Improving Oncology Worldwide. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-96053-7_6.

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AbstractThe WHO Classification of Tumours (WCT) is a series of authoritative and concise reference books for the histological and molecular classification of tumors that underpins treatment and care of cancer patients, as well as research into cancer epidemiology, prevention, diagnosis, and treatment, and is essential for cancer diagnosis worldwide. This classification relies traditionally on consensus of pathological expert opinions as basis for cancer classification, but the understanding of cancer at a molecular level advances in prognosis, and other related fields have moved the WCT to find ways of translating diagnostic research into evidence synthesis that can effectively inform decisions relevant to the classification. Systematic reviews represent the top of the hierarchy of scientific evidence and allow to summarize evidence from many publications to inform decisions. This evidence-based approach is the cornerstone of evidence-based medicine and well established in many medical specialties. However, uptake of these principles within pathology has been slow, and such high-quality reviews of available evidence are not easily available for authors contributing to the WCT. In an effort to overcome reluctance in the field to adopt these methods, a collaborative project between the Advanced Oncology program of the University of Ulm in Germany, the Cochrane Netherlands, the Universidad de Campinas in Brazil, and the WCT has been started. This project called Evi-Pat (Evidence-Based Pathology Training Initiative) aims to develop and evaluate an online training for oncologists and pathologists to train them in the application of evidence-based practice to pathology and related specialties, thereby addressing and overcoming challenges in this, and to pathology, novel approach. Scientific and didactic evaluation of such an effective training tool for online-educated pathologists and oncologists will improve the evidence base in pathology and hence provide a solid foundation for diagnostic and prognostic decision-making. We believe that an evidence-based approach to informing key decisions that feed into tumor classification will allow the WCT editorial board to mitigate the potential inclusion of biased decisions into the classification and also benefit authors by providing structured, transparent, and reliable methods for the synthesis of available evidence for each tumor type, as the same time training to apply these methodologies.
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Shklar, Judith N. "1989." In The Life of Learning. Oxford University Press, 1994. http://dx.doi.org/10.1093/oso/9780195083392.003.0010.

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I am a bookworm. Since the age of eleven I have read and read, and enjoyed almost every moment of it. Yet I was very slow to learn how to read at all, and I hated school, avoiding it as long and as often as I could, without being an actual dropout. It was certainly not in the various schools that I attended so unwillingly that I learned to read or to write. In fact, my exasperated parents had to hire a tutor to get me started. Nor were my first encounters with literature always happy, though they certainly made a deep impression upon me. The first book I ever read through by myself was a German translation of David Copperfteld. I read it over and over again and I still love it. The second book was a children’s novel about two boys in the Thirty Years War, which led me to look it up in a wonderful illustrated world history in many volumes in my parents’ library. I was hooked for life on fiction and history. It was not, however, all pleasure. One day I picked up the first volume of Shakespeare in the Schlegel-Tieck translation. The first play was Titus Andronicus, and I read it all. To this day I can still feel the fear and horror it inspired. I was so afraid and confused that I could not even bring myself to tell anyone what was bothering me. Finally I managed to spill it out to my oldest sister. As soon as I told her I, of course, felt infinitely relieved, especially as she assured me that these things did not really happen. The trouble was that both she and I knew that far worse was going on all around us. By 1939 I already understood that books, even scary ones, would be my best refuge from a world that was far more terrible than anything they might reveal. And that is how I became a bookworm. It was also the end of my childhood. Biography, novels, and plays are the delight of young readers, and they certainly were mine.
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"Learning Words From Books." In On Reading Books to Children. Routledge, 2003. http://dx.doi.org/10.4324/9781410607355-7.

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Thadhani, Anjana. "Learning Disorders." In Behavioral Problems in Children and Adolescents. Jaypee Brothers Medical Publishers (P) Ltd., 2014. http://dx.doi.org/10.5005/jp/books/12142_3.

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Conference papers on the topic "Books for Slow learning children"

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Velicki, Vladimira, and Damir Velicki. "THE THEME OF DEATH IN PICTURE BOOKS FOR CHILDREN." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1414.

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Su, Hsiu-Chih, Ming-Ling Yang, and Yi-Xuan Lan. "Design of English-learning e-books for Young Children in Taiwan." In 3rd Eurasian Conference on Educational Innovation 2020 (ECEI 2020). WORLD SCIENTIFIC, 2020. http://dx.doi.org/10.1142/9789811228001_0062.

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"Research on Aesthetic Characteristics of the Design of Drawing Books for Chinese Children." In 2018 International Conference on Educational Technology, Training and Learning. Clausius Scientific Press, 2018. http://dx.doi.org/10.23977/icettl.2018.71160.

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Mincheva, Kalina, and Sabina Eftimova. "HOW BOOKS HELP CHILDREN UNDERSTAND AND FIND THEIR WAY IN THIS NEW REALITY: GOOD PRACTICES." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0722.

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Agorou, Antonia, Emily Kallinikou, Evdoxia Kyriacou, Konstantina Miltiadous, and Iolie Nicolaidou. "THE POTENTIAL OF AUGMENTED REALITY BOOKS TO INFLUENCE READING ATTITUDES OF 8-9 YEAR-OLD CHILDREN: AN EXPLORATORY STUDY." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0560.

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Rosmin, Norzanah, Fauziahnah Rosmin, and Aede Hatib Musta'amal. "Do “slow learners, pre-school children” learn number more effectively with SOBATAKA?" In 2013 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE, 2013. http://dx.doi.org/10.1109/tale.2013.6654488.

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Serpa-Andrade, Luis, Roberto García-Vélez, Vladimir Robles-Bykbaev, et al. "Intelligent interactive accompaniment platform to support the learning process for highly vulnerable children." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001888.

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Access to information and digital tools worldwide is a reality through the internet; Data in the cloud, connectivity applications, work networks, however, in the area of ​​Education we find problems when implementing a strategy of dissemination, use and application of platforms in the vulnerable sector.We speak of the vulnerable sector as the group of families that do not have access to coverage or equipment that allows access to “Information and Communication Technologies”, the statement made by UNESCO shows through an international study that; approximately 1.5 billion students could not att
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Evangeline, H. Marie. "Using Semiotic Resources to Upsurge the Level of Learning Among Young Learners in Rural India." In The 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.14.

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The purpose of this study is to analyse how the semiotic resources can be helpful in improving or increasing the level of learning among young learners especially in rural India. Technology has taken a new shape especially in the sector of education, information and communication. Even in the swift developmental process around the world, some communities or people still stay away from margin, unaware of the development in the education and technology. The children who are in rural areas are economically, socially backward and are deprived from good education. This affects them psychologically.
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Veldhoen, Karine, and Antonia DeBoer. "Story as Community - Life-wide Literacy to Transform Learning Loss and Isolation to Community Literacy and Joy." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.1704.

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The pandemic laid bare: all homes aren’t equitable learning spaces. Yet, education has long considered the family and home an extension of learning. // As a liberatory act, education must consider responsive, resilient practices for equity. // If education considers the family and home as an essential learning space, a continuation of the learning experience, the inequities must be addressed. In fact, Ulrike Hanemann (2015) argues for systemic change in the attitudes of societies to support learning as a life-wide process, disrupting the idea that it is merely a classroom-based endeavor, and e
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Reports on the topic "Books for Slow learning children"

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Adeniran, Adedeji, Dozie Okoye, Mahounan P. Yedomiffi, and Leonard Wantchekon. COVID-19 Learning Losses, Parental Investments, and Recovery: Evidence from Low-Cost Private Schools in Nigeria. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/120.

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About 2 billion children were affected by school closures globally at the peak of the COVID-19 pandemic. This has led to documented learning losses while children were out of school, and an especially precarious future academic path for pupils in developing countries where learning and continued enrolment remain important issues. There is an urgent need to understand the extent of these learning and enrolment losses, and possible policy options to get children back on track. This paper studies the extent of learning losses and recovery in Africa's most populous country, Nigeria, and provides s
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Oza, Shardul, and Jacobus Cilliers. What Did Children Do During School Closures? Insights from a Parent Survey in Tanzania. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/027.

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In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement
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Palamar, Svitlana P., Ganna V. Bielienka, Tatyana O. Ponomarenko, Liudmyla V. Kozak, Liudmyla L. Nezhyva, and Andrei V. Voznyak. Formation of readiness of future teachers to use augmented reality in the educational process of preschool and primary education. CEUR Workshop Proceedings, 2021. http://dx.doi.org/10.31812/123456789/4636.

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The article substantiates the importance of training future teachers to use AR technologies in the educational process of preschool and primary education. Scientific sources on the problem of AR application in education are analyzed. Possibilities of using AR in work with preschoolers and junior schoolchildren are considered. Aspects of research of the problem of introduction of AR in education carried out by modern foreign and domestic scientists are defined, namely: use of AR-applications in education; introduction of 3D technologies, virtual and augmented reality in the educational process
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Robledo, Ana, and Amber Gove. What Works in Early Reading Materials. RTI Press, 2019. http://dx.doi.org/10.3768/rtipress.2018.op.0058.1902.

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Access to books is key to learning to read and sustaining a love of reading. Yet many low- and middle-income countries struggle to provide their students with reading materials of sufficient quality and quantity. Since 2008, RTI International has provided technical assistance in early reading assessment and instruction to ministries of education in dozens of low- and middle-income countries. The central objective of many of these programs has been to improve learning outcomes—in particular, reading—for students in the early grades of primary school. Under these programs, RTI has partnered with
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