Academic literature on the topic 'Disleksija'

V okviru mednarodnega projekta FORWARD je potekala slovenska raziskava o disleksiji odraslih v letih 2003-2005. Raziskava je hila osredotoèena na posebnosti ljudi z disleksijo. Posebna pozornost je bila posveèena odkrivanju prednosti in talentov ljudi z disleksijo. Raziskava naj bi pripomogla k temu, da se omili negativno obeležje disleksije v javnosti in ozavesti ljudi o prednostih in talentih ljudi z disleksijo. Ljudje jo na splošno poznajo kot skupek uènih težav pri šolarjih. Že pri otrocih si strokovnjaki za premagovanje težav in izpadlih možganskih funkcij ali sposobnosti prizadevajo razviti nadomestne (kompenzacijske) strategije. Uspeh vsake strategije se razlikuje od osebe do osebe. Zato je bil del raziskave usmerjen v introspekcijo in odkrivanje osebnih strategij. Veèina v raziskavo vkljuèenih oseb je laže govorila o svojih primanjkljajih kot o talentih. Iz podatkov smo izlušèili vrsto talentov in seznam najpogostejših težav. Raziskava je ponudila prve podatke o disleksiji med odraslimi, ker pa je talentov in strategij še veliko, smo se raziskovalci odloèili, da nadaljujemo z raziskovanjem.

Avtorica v tem prispevku obravnava vprašanje posebnih učnih težav ali disleksije. Ker se sama prišteva med disleksike, najprej predstavi svojo zgodbo in poudari vprašanje pomankljive vizual­ne zaznave, povezovanja in izražanja misli. V nadaljevanju podaja in obravnava nekatere izmed mnogih opredelitev disleksije. Za tem obravnava zgodnje prepoznavanje ter ocenjevanje disleksije in predlaga nekaj načinov poučevanja, s katerimi lahko pomagamo disleksičnim osebam. Prispevek sklene z opozorilom o potrebnosti izobraževalnega zakona o disleksiji.

Disleksija (diskalkulija) je posebno nevrolosko stanje. Vcasih je povezano z levicarstvom osebe. Pri ljudeh z disleksijo se pojavijo izpadi dolocenih sposobnosti in nekateri nadpovpreeni talenti. Ostale sposobnosti so lahko zelo ozke, npr. sposobnost poslusanja in razumevanja tega, kar oseba slisi, sposobnost govornega izrazanja, sposobnosti vizualne percepcije, sposobnost branja, sposobnost pisnega izrazanja, obcutek za kvantitativna razmerja (numericnost), smisel za red, prostorska orientacija, obvladovanje zaporedij ( abeceda, postevanka, dnevi v tednu, meseci), posluh itd. Ob vstopu v solo se pokazejo ucne težave. Ucenec se dolgo privaja branju, here z okenckom, izpusca crke, obraca crke (s, z, b, d) in stevilke, predvsem pa grdo pise in dela veliko napak. Vidna znacilnost so niZji dosezki od intelektualnih sposobnosti osebe, dokler ne razvije svojih posebnih strategij za branje, pisanje in premagovanje drugih primankljajev. Potem gre njegova pot strmo navzgor. Postane usoden poslovnez, politik, umetnik, znanstvenik ali kaj drug ega. Zivljenjske poti ljudi z disleksijo so navadno skrajne: ali zelo uspdne (ce se dokopljejo do svojih talentov) ali pa povsem neuspešne, ce podlezejo ucnim tezavam ze na zacetku solanja.

<p><strong>Cilj. </strong>U radu se donosi pregled programa namijenjenih djeci s teškoćama u razvoju i mladima s invaliditetom, kao i djeci s teškoćama čitanja i disleksijom koji se provode u Dječjoj knjižnici Marina Držića i Knjižnici Savica, dvama ograncima mreže Knjižnice Marina Držića, knjižnice u mreži Knjižnica grada Zagreba.</p> <p><strong>Metodologija. </strong>Kronološkim slijedom opisuju se programi koji se provode u sklopu projekta Knjižnica širom otvorenih vrata, među kojima se ističu programi čitanja u društvu pasa pomagača, ciklus psiholoških i pedagoških radionica Da, mogu! te ciklus pričaonica Možemo i mi!, kao i niz logopedskih predavanja i radionica koji se provodi u okviru nacionalne kampanje I ja želim čitati!</p> <p><strong>Rezultati. </strong>Pregled programa u sklopu projekta Knjižnica širom otvorenih vrata pokazuje da kontinuirane i sustavne suradnje na planiranju i realizaciji inkluzivnih knjižničnih programa pridonose osnaživanju i pozitivnim pomacima u općem razvoju djece s teškoćama u razvoju i mladih s invaliditetom, rezultiraju obogaćenim i poboljšanim programom te potiču inkluzivno obrazovanje i osposobljavanje. Informiranjem o teškoćama čitanja i disleksiji na lokalnoj se razini pridonosi educiranju i senzibiliziranju javnosti za problematiku osoba s teškoćama čitanja i disleksijom.</p> <p><strong>Originalnost/vrijednost. </strong>Prvi sustavan prikaz inkluzivnih programa za djecu s teškoćama u razvoju i mlade s invaliditetom koji se provode u Dječjoj knjižnici Marina Držića i Knjižnici Savica koji može poslužiti kao poticaj za provođenje sličnih programa posvećenih toj osjetljivoj korisničkoj skupini.</p>

Penelitian ini bertujuan mendeskripsikan :(1) kesulitan membaca kata disleksia (2) kendala-kendala dikelas satu SDN 1 Sangsit yang menjadi penyebab disleksia,(3) upaya-upaya yang dilakukan guru untuk menangani disleksia. Rancangan penelitian ini adalah kualitatif. Teknik pengumpulan data dilakukan dengan tes, checklist,wawancara. Hasil penelitian ini menunjukkan bahwa :(1) terdapat kesulitan-kesulitan membaca kata dikelas satu seperti sulit membaca /memproses fonologi sehingga kurang mampu membaca (decode), mengeja kata (encode), berbicara (syintax) (2)Terdapat kendala-kendala penyebab disleksia yaitu faktor gen (hereditas), lingkungan, cahaya yang mengakibatkan sindrom irlen, kerusakan neorologis, artikulasi (3) terdapat upaya-upaya yang dilakukan guru untuk siswa disleksia seperti intervensi, toleransi, dispensasi, multisensori, metode gilingham, Clinical teaching, alat bantu seperti buku-buku bergambar, remidial teaching, memperhatikan perkembangan sosial emosional anak agar siswa disleksia tidak mengalami demotivasi belajar dan kefrustasian yang bisa membawanya pada kesulitan-kesulitan lain.

Fenomena kesulitan belajar disleksia pada saat ini mulai menarik perhatian dunia pendidikan. Kesulitan belajar disleksia merupakan kesulitan membaca yang disebabkan oleh gangguan otak yang berakibat pada kemampuan berbahasa anak. Pendekatan yang digunakan dalam penelitian ini adalah kualitatif dengan studi kasus. Subjek penelitian ini yaitu guru pengajar dan siswa disleksia, metode pengumpulan data yang digunakan adalah observasi partisipatif, wawancara mendalam, dokumentasi dan trianggulasi. Hasil penelitian menunjukkan bahwa, (1) Strategi pembelajaran yang digunakan oleh guru yaitu : Dalam proses pembelajaran anak disleksia disamakan dengan anak normal, memberikan dampingan khusus di dalam kelas oleh guru, menggunakan media pembelajaran yang menarik. (2) faktor-faktor yang mempengaruhi siswa beresiko disleksia kelas yaitu : labilnya emosi anak, kurangnya perhatian yang diberikan oleh orang tua, waktu bermain lebih banyak daripada waktu untuk belajar. (3) ciri-ciri anak yang mengalami kesulitan belajar disleksia yaitu : lambat menulis dan membaca, bingung membedakan huruf b dan p, dan sering salah mengucapkan kalimat.

This research aims to compare the effectivity of therapy for dyslexia syndrome. Recent research shows that Android-app based therapy is more effective to increase reading ability in children with dyslexia than other, named verbal therapy. Quasy experimental with randomized control group pre and posttest design is used. 20 children with dyslexia are included as research participant and divided into two groups, control-group and experiment-group. Reading ability test is used as measurement tool. Data analyzed with Mann-Whitney U test. Data analysis result shows that android-app based therapy is more effective to elevate reading ability in children with dyslexia.

<p>Disleksia adalah salah satu jenis gangguan berbahsa yang dapat menjadi hambatan bagi perkembangan bahasa anak. Disleksia berdampak pada fungsi neurologi otak yang berfungsi untuk pemrosesan bahasa. disleksia juga berdampak pada kemampuan menulis anak. Tujuan dari penelitian ini adalah untuk mendeskripsikan dan menjelaskan bentuk-bentuk bahasa tulis pada anak dengan disleksia. Penelitian ini menggunakan jenis penelitian kualitatif deskriptif. Subjek dalam penelitian ini adalah MNJ, dia adalah siswa kelas dua sekolah dasar. Sumber data dari penelitian ini berasal dari dokumentasi bentuk bahasa tulis dan bahasa lisan dari subjek penelitian. Teknik pengambilan data penelitian ini melalui wawancara, dokumentasi dan pengamatan. Data penelitian ini dianalisis menggunakan reduksi data, sajian data, simpulan dan verifikasi data.hasil temuan dari penelitian ini adalah disleksia menyebabkan beberapa gangguan pada bentuk bahasa tulis anak. Gangguan tersebut antara lain adalah kesalahan menuliskan huruf dalam posisi terbalik, penghilangan huruf, penambahan huruf dan penggantian huruf yang tidak sesuai. Huruf yang ditulis terbalik oleh MNJ berbeda dengan anak disleksia yang lain. Huruf yang sering ditulis secara terbalik adalah b, d, k, e, a, r, h, s, p and t. Meskipun dia memiliki kekurangan dalam kemampuan menulis tetapi MNJ unggul dalam hal menyimak.</p>

Film Taare Zameen Par berisi kisah seorang anak penyandang disleksia bawaan bernama Ishaan. Disleksia adalah salah satu kesulitan berbahasa. Pada Penelitian ini mencari tahu karakteristik disleksia yang dialami tokoh Ishaan pada film Taare Zameen Par beserta penyebab yang mendukung terjadinya kesulitan berbahasa tersebut hingga penanganannya, sesuai yang dilakukan dalam film tersebut. Penelitian ini menggunakan metode kualitatif. Deskripsi data dan transkrip dialog para tokoh sebagai sumber utama penelaahan pada penelitian ini. Kesulitan berbahasa pada tokoh Ishaan yang ditemukan adalah melingkupi kesulitan menulis dengan benar dan rapi sesuai ejaan, membaca sesuai ejaan yang benar dan jelas, memahami inStruksi, merespon tindakan dan stimulus tertentu dalam mengerjakan suatu hal yang biasa dilakukan anak seusianya, semua disebabkan karena terganggunya otak sebagai pusat koordinasi diri seseorang. Konektifitas saraf yang tak maksimal bahkan tak sesuai dengan lajurnya mengakibatkan disleksia terjadi, selain itu dasar utamanya adalah bentuk pisahan otak yang simetris menjadikan penyandang disleksia memiliki fisiologis otak yang tak normal seperti orang pada umumnya.

Pats sunkiausias uždavinys tenka pradinių klasių mokytojui, kai jis turi paruošti savo ugdytinius tolesniam gyvenimui, suteikti pagrindą, išmokyti svarbiausių, būtiniausių įgūdžių, skiepyti vertybes, neužgaunant ir priimant kiekvieną mokinį tokiu, koks jis yra. Tačiau nėra vieno apibrėžimo ar vienos taisyklės, tiksliai apibrėžiančios, kaip tai reikia daryti. Disleksija – tai skaitymo sutrikimas, kurį paprastai galima atpažinti ankstyvajame amžiuje. Pedagogams, susidūrus su šia mokinių problema, keliančia nerimą, tenka iš esmės keisti savo įprastinę dėstymo metodiką ir netgi – požiūrį į patį dėstymą. Literatūrinėje dalyje aptartos disleksijos priežastys, požymiai, pagalba, taikytina mokiniui, turinčiam disleksiją. Tyrimo tikslas – atlikti disleksiją turinčių mokinių skaitymo gebėjimų vertinimą ir analizę ir ištirti šių mokinių lietuvių kalbos mokymo(si) ypatumus. Tyrimo uždaviniai - nustatyti disleksiją turinčių mokinių lietuvių kalbos mokymo(si) ypatumus, nustatyti sunkumus, su kuriais susiduria pedagogai, mokydami lietuvių kalbos disleksiją turinčius mokinius, išsiaiškinti, koks klaidų tipas dominuoja disleksiją turinčių pradinių klasių mokinių skaityme, nustatyti teksto supratimo ypatumus. Siekiant tai išsiaiškinti buvo panaudotas anketinės apklausos metodas bei testas. Anketa buvo parengta pradinių klasių mokytojams, Trakų ir Alytaus miestuose bei rajonuose jų apklausta trisdešimt. Jos pagalba bandoma išsiaiškinti įvairius lietuvių kalbos ugdymo proceso dėsningumus ir... [toliau žr. visą tekstą]<br>La plus difficile t&#226;che appartient au professeur des classes primaires, quand il doit préparer ses él&#232;ves pour l avie ultérieure, donner la baze, apprendre des habitudes nécessaires et importantes, inspirer des objets des grande Valeru, n‘est pas offensé et recevoir chaque él&#232;ve tel qu‘il est. Mais il n‘y a pas de seule définition on r&#232;gle precise comment faut-il faire &#231;a. Dyslexie – c‘est un trobule de la lecture, qu‘on peut reconna&#238;tre &#224; l‘&#226;ge antécédant. Les professeurs, qui se heurtent avec les él&#232;ves, qui ont ce probl&#232;me, qui soul&#232;ve une inquiétude, doivent changer au fond la metode de l‘enseignement habituel et m&#234;me – le point de vu &#224; la formation elle – m&#234;me. Dans la partine de la litérature sont discutées les sauses de dyslexie, les signes, l‘aide qui est appliquée pour l‘él&#232;ve qui a la dyslexie. Le but de sondage – faire l‘appréciation et l‘analyse des pouvoirs de la lecture aux él&#232;ves, qui ont la dyslexie et étudier les particularités d‘apprentissage du lituanien par les él&#232;ves. Les devoirs du sondage – déterminer les particularités d‘apprentissage du lituanien, déterminer les difficultés dont se heurtent les pedagogus qui apprennent le lituanien aux él&#232;ves, qui ont la dyslexie, s‘expliquer quel type des fautes dominant dans la lecture des él&#232;ves dyslexiques des classes primaites déterminer les particularités de la compréhension du teste, on a marqué leurs fazutes... [to full text]

Razvojna disleksija je specifičan deficit čitanja uprkos prosečnoj inteligenciji, &scaron;kolovanju i obrazovnom okruženju, a u odsustvu senzornih ili psihijatrijskih poremećaja. Disortografija predstavlja otežano učenje pravopisa maternjeg jezika u vreme kada su deca istog uzrasta, sposobnosti i obuke već savladala pravopisna pravila. Deficit fonolo&scaron;ke obrade obja&scaron;njava disleksiju i disortografiju kao posledicu individualnih smetnji u fonolo&scaron;kom procesiranju koja se ispoljava kao slabost u sposobnosti stvaranja veze između fonema i grafema. Ciljevi ovog istraživanja bili su da se utvrdi nivo razvijenosti fonolo&scaron;ke svesnosti kod dece sa disleksijom i disortografijom, zatim u kojoj meri govorno jezički poremećaji utiču na ispoljavanje disleksije i disortografije, kao i da se utvrdi da li postoji razlika u ispoljavanju ovih smetnji u odnosu na pol dece. Istraživanje je obuhvatilo 689 dece, od prvog do trećeg razreda osnovne &scaron;kole čiji je maternji jezik srpski. Deca su podeljena u grupe u odnosu na razred koji pohađaju. Za procenu fonolo&scaron;ke svesnosti primenjen je test FONT koji obuhvata osam tipova zadataka:spajanje slogova, slogovna segmentacija, identifikovanje početnog fonema, prepoznavanje rime, fonemska segmentacija, identifikovanje zavr&scaron;nog fonema, eliminacija fonema, fonemska supstitucija i spajanje slogova. Brzina, tačnost, fluentnost čitanja i razumevanje sadržaja pročitanog procenjena je testom čitanja The Gray Oral Reading Tests-GORT 5. Za potrebe ovog istraživanja urađena je kros-kulturalna adaptacija testa, prema vodiču za adaptaciju u odnosu na jezičke i kulturalne različitosti. Za procenu razvijenosti govora i poznavanje reči, apstraktne inteligencije, faktora distraktibilnosti i koncentracije, kao i procene vizuomotorne koordinacije, kori&scaron;ćeni su subtestovi Revisk-revidirane skale za merenje inteligencije. Skalom za procenu pravopisnog nivoa rukopisa procenjeno je prepoznavanje semantičkih oblika i njihovo kori&scaron;ćenje u kontekstu saop&scaron;tavanja misaonih sadržaja. Rezultati pokazuju da najveći broj dece, od prvog do trećeg razreda, ima razvijeno čitanje u kategoriji proseka. U drugom i trećem razredu 61 dete (13.7%) ispoljava disleksiju, a 82 (18,4%) dece disortografične smetnje. Deca sa disleksijom i disortografijom če&scaron;će imaju deficit fonolo&scaron;ke svesnosti u odnosu na decu tipičnog razvoja. Deca sa disleksijom i disortografijom ispoljavaju deficit svih elemenata koji čine fonolo&scaron;ku svesnost. Elementi fonolo&scaron;ke svesnosti kod dece mlađeg &scaron;kolskog uzrasta čiji je maternji jezik srpski, predstavljaju značajne prediktore za sticanje čitanja i pravopisa. Govorno jezički poremećaji zastupljeni su kod 137 dece (19.9%), od prvog do trećeg razreda. Kod dece sa govorno jezičkim poremećajima se če&scaron;će ispoljava disleksija i disortografija u odnosu na decu tipičnog razvoja. Najveći broj dece sa disleksijom i disortografijom ima podprosečne rezultate na subtestu Rečnik. Disleksija i disortografija, kao i deficit fonolo&scaron;ke svesnosti su če&scaron;će zastupljeni kod dečaka, ali ta razlika nije značajna. U odnosu na rezultate istraživanja napravljen je Protokol za detekciju, procenu i korekciju disleksije i disortografije.<br>Developmental dyslexia is a specific reading deficit occurring in spite of average intelligence, appropriate schooling and educational environment, in the absence of any sensory or psychiatric disorders. Dysorthography represents a child`s impaired acquisition of the orthography of his/her mother tongue at the age when children of equal abilities and schooling have already mastered orthographic rules. A deficit in phonological awareness explains both dyslexia and dysorthography as a consequence of individual difficulties in phonological processing displayed as impairment in creating associations between phonemes and graphemes. The aims of this research were to establish the level of development of phonological awareness in children with dyslexia and dysorthography, the extent to which speech disorders affect dyslexia and dysorthography, and if there is a difference in their frequency with regard to gender. The study included 689 children, attending 1st, 2nd and 3rd grade of primary school, whose mother tongue was Serbian. Children were divided into groups according to school grade. For the assessment of phonological awareness the FONT test was used which entails eight types of tasks: syllable blending, syllable segmentation, identifying the initial phoneme, recognizing rime, phoneme segmentation, identifying the ending phoneme, phoneme deletion, and phoneme substitution. Reading accuracy, fluency and comprehension were assessed by The Gray Oral Reading Tests &ndash; GORT 5. For the purposes of this study, a cross-cultural adaptation was performed, in accordance with the guidelines provided in the guide for adaptation regarding linguistic and cultural differences. Subtests of the REVISK &ndash; revised scale for the assessment of intelligence were used to assess the developmental level of speech and vocabulary, attention and distractibility, as well as visual-motor coordination. A scale for the assessment of the orthographic level of handwriting was used to recognize semantic forms and their application in the context of conveying thought content. The results show that the majority of children, attending 1st, 2nd and 3rd grade have an average reading ability. 61 children (13.7%) attending 2nd and 3rd grade have dyslexia, while 82 (18.4%) have difficulties with the orthography. These children more often have a phonological awareness deficit compared to typically developing children. Children with dyslexia and dysorthography display a deficit in all the elements of phonological awareness. The elements of phonological awareness have proven to be significant predictors of mastering reading and writing in children attending lower grades of primary school, whose mother tongue is Serbian. Speaking disorders were found to be present in 137 (19.9%) children attending 1st, 2nd and 3rd grade. These children more often have dyslexia and dysorthography compared to typically developing children. The majority of children with dyslexia and dysorthography have below average results on the Vocabulary subtest. Dyslexia and dysorthography, as well as the phonological awareness deficit are more present in boys but the gender difference is not significant. In accordance with our results, a protocol was developed to detect, assess and correct dyslexia and dysorthography.

The research paper analyzes the main features of ability to read and its influence on studens learning. The investigation was conducted between III – IV formers according to the development of their reading ability, an average time needed to fullfil the reading task correctly as well as teachers’ opinion was analyzed. 171 studens (76 girls and 95 boys) and 60 teachers took part in this research. The research revealed that ability to read is one of the most important parts in the process of learning and it can influence learning in a positive way as well as in a negative way.

Bakalauro darbe analizuojami tautinių mažumų mokinių probleminio skaitymo priežastys, kurios turi pagrindo rastis dėl netolygios kalbos raidos. Kokybiniu tyrimu norėta išsiaiškinti tautinių mažumų mokinių skaitymo problemas.<br>Undergraduate work analyzes the reasons of problematic reading of ethnic minoritys pupils. They can arise from the uneven ground of language development. Qualitative research/study sought to determine ethnic minority students' reading problems.

Tesis voorgelê volgens die vereistes van die M.Ed.: Onderwys Vir die Fakulteit van Onderwys en Sosiale Wetenskappe te Kaapse Skiereiland Universiteit van Tegnologie 2014<br>Reading is the interaction between author and reader. To be able to read, the reader has to decode the message in order to read with comprehension/understanding. Reading consists of two components, namely word recognition and reading comprehension. Word recognition is the ability to recognise words as quickly as possible. Reading comprehension is the ability to store the meaning of the message in words in the brain. To be able to read the learner must be able to recognise the message and to understand what he/she reads. The ability to read is very important, because a good reading ability is the key to success in a learner’s studies at school. Reading problems occur due to the lack of phonological processing of written material. Reading problems are caused by various factors such as emotional factors, sensory factors and limited cognitive ability – to mention but a few. The purpose of this research was to determine whether a multi-sensory reading method such as the Silverman approach to reading could have a positive influence on the reading and studying abilities of a learner with dyslexia combined with an instructional design. A literature review was done on reading and reading problems, a multi-sensory approach, and well-known multi-sensory approaches such as the Davis method, Orton Gillingham method and the Silverman method. A Grade 8 learner who had been diagnosed with dyslexia was evaluated according to the ESSI reading and spelling tests to determine his reading and spelling levels. His parents and he had to complete questionnaires to determine his scholastic and social progress. After that, the learner was helped by using the Silverman spelling method to enhance his spelling and reading abilities. The duration of the course was thirteen weeks and the learner attended hourly sessions two times per week. The instructional design was used to adjust the sessions according to the learner’s needs. The quantitative research method, namely the ESSI reading and spelling tests, was used as well as the qualitative method. The researcher also used journal inscriptions to observe the sessions in order to change the programme should it be deemed necessary. After completion of the course, the learner was evaluated according to the ESSI test once more and his parents and he had to complete the questionnaire again to ensure reliability and validity. The results of the qualitative tests and the quantitative information pointed out that the learner successfully progressed in his reading and spelling abilities. Die praktiese ondersteuning van ’n leerder met disleksie deur middel van ’n instruksie-beplanningsproses vi It is thus possible to deduct that a multi-sensory reading and spelling method such as the Silverman method had a positive influence on the learner’s reading and spelling abilities. A shortcoming in the research was that the researcher was restricted to only four months to complete the research project. Should the research have begun from the beginning of the year, the results might have differed completely. The researcher has also made recommendations about the training of teachers, as well as recommendations to the Department of Education.

Dyslexia is a difficulty in learning to read and write, with many implications for the children because of emotional and behavioral problems. The suspicion that they might experience problems with sensory integration as well, is confirmed in the literature. The purpose of sensory stimulation in Gestalt playtherapy is to raise the level of awareness of themselves and in this research, playtherapy was done with three primary school children with dyslexia. Information was further obtained through a literature study, semi-structured interviews and observations. It was clear that the sensory stimulation was part of the therapeutic sessions and led to thoughts, feelings, and behaviour. The qualitative characteristics which the sensations had for the children were observed and confirmed by the literature. Conclusions and recommendations were made according to the objectives of the study and this research made an important contribution to understanding the sensory awareness of children with dyslexia. Opsomming Disleksie is `n leergeremdheid met baie implikasies vir die kinders en wat kan lei tot emosionele en gedragsprobleme omdat hulle nie altyd aanvaar word deur hul portuurgroep nie. Die vermoede dat kinders met disleksie ook probleme ondervind met sensoriese integrasie, is in die literatuur bevestig. In hierdie navorsing is Gestaltspelterapie gedoen met drie laerskool kinders met disleksie om die kinders se bewussynsvlak van hulself te verhoog. Inligting is verder ingesamel deur `n literatuurstudie, waarneming en semi-gestruktureerde onderhoude met kundiges en ouers. Die kwalitatiewe kenmerke wat die sensasies vir die kinders gehad het is waargeneem en dit was duidelik dat die sensoriese stimulasie wat deel van die spelterapiesessies was, aanleiding gegee het tot voorgrondse gedagtes, gevoelens en gedrag. Hierdie waarnemings is in die literatuur bevestig en gevolgtrekkings en aanbevelings is volgens die doelwitte gemaak. Gevolglik het hierdie navorsing `n belangrike bydrae gelewer om die sensoriese belewenis van kinders met disleksie beter te verstaan.<br>Social Work<br>M.Diac. (Spelterapie)

Abstracts in English, Afrikaans and Xhosa<br>The purpose of this study was to explore reading barriers of Foundation Phase learners in IsiXhosa Home Language in the Lady Frere district in the Eastern Cape Province (ECP). The qualitative single case study of one Junior Secondary school in the chosen district was studied. The empirical research was done through interviews with the teachers and lesson observations. The findings suggested that there was some concern with regards to the reading ability of learners in the District. The lack of parental involvement, high turnover of teachers, lack of training and support of teachers were identified as attributing factors to reading barriers of learners. Measures to address these factors were suggested. The measures included capacity building of teachers, parents or care givers of learners, and ways of retaining teachers in schools to reduce the high turnover of staff. In conclusion, it is anticipated that the findings and recommendations of this study will provide valuable contribution to the district officials to be able to address the teaching and learning gaps and empower and support both teachers and learners in the Eastern Cape Province.<br>Die doel van hierdie studie was om leeshindernisse van leerders in die Grondslagfase, met Xhosa as huistaal, in die Lady Frere distrik in die Oos-Kaap Provinsie te ondersoek. Die kwalitatiewe, enkele gevallestudie het die bestudering van een Junior Sekondêre skool in die gekose distrik behels. Die empiriese navorsing is gedoen deur onderhoude met die onderwysers te voer en deur waarnemings van lesse. Die bevindings dui daarop dat daar kommer bestaan oor die leesvermoë van leerders in die distrik. Afwesige ouerbetrokkenheid, die hoë omset van onderwysers en die gebrek aan voldoende opleiding en ondersteuning aan onderwysers word identifiseer as die moontlike oorsake van leeshindernisse van leerders. Maatreëls om die faktore wat leeshindernisse veroorsaak aan te spreek, is voorgestel. Die maatreëls behels onder meer kapasiteitsbou van onderwysers, ouers of versorgers van leerders, asook maniere om onderwysers in skole te behou en sodoende die hoë personeelomset te verminder. Ten slotte, die verwagting is dat die bevindings en aanbevelings van hierdie studie ‘n waardevolle bydrae aan die distriksbeamptes sal lewer om die leemtes vir voldoende onderrig en leer te kan aanpak en sodoende beide onderwysers en leerders in die Oos- Kaap te bemagtig en te ondersteun.<br>Injongo yoluphando yayikukuphonononga izithintelo kufunda zamabanga aphantsi kulwimi lwasekhaya lwesiXhosa kwisithili saseCacadu kwiphondo laseMpuma-Koloni. Kwaphononongwa isifundo secala elinye elinoqeqesho kwisikiolo samabanga aphakathi kwisithili esikhethiweyo. Kwenziwa uphando olunamandla kusetyenziswa udliwanondlebe nootitshala kunye nokujonga. Iziphumo zabonisa ukuba kukho ukuxhalaba ngendlela abafundi besithili esikhethiweyo babefunda ngayo. Oko kwakudalwa kukungazibandakanyi kwabazali emfundweni yabantwana babo, ukutshintsha nokushiya kootitshala izikolo nesebe lezemfundo ngokubanzi nokunqongophala koqeqesho nenkxaso yootitshala. Kwacetyiswa amadondolo okulungisa imiba echaphazela iingxaki zokufunda . Lamadondolo ayecebisa ukuba kujongwane nemiceli mingeni eyayisele iboniwe, enje ngophuhliso lweetitsshala, abazali okanye abagcini bantwana, iindlela zokugcina abasebenzi ezikolweni, ukunciphisa ukutshintsha izikolo nokuyeka ukufundisa kootitshala. Ukuphetha, kuyabonakala ukuba iziphumo nezindululo zoluphando zizakuba negalelo elingathethekiyo kumagosa ezemfundo. Loo nto iyakuwanceda amagosa lawo akwazi ukuqaphela nokuqubisana nezikhewu ekufundeni, baphuhlise baxhase ootitshala nabantwana kwiPhondo leMpuma-Koloni.<br>Inclusive Education<br>M. Ed. (Inclusive Education)

Kandungan buku ini mengambil kira semua komponen dalam kurikulum mata pelajaran Bahasa Melayu bagi Tahap 1.Ia mengambil kira pendekatan pengajaran Bahasa Melayu sebagai bahasa pertama. Kurikulum ini adalah kurikulum perdana yang sepatutnya difahami oleh semua murid Tahap 1 selepas mereka menamatkan pelajaran di peringkat ini.Bahan dalam Lembaran Kerja (LK) dan Lembaran Maklumat (LM) bermatlamat memenuhi 22 objektif KSSR bagi mata pelajaran Bahasa Melayu dengan memberi penekanan kepada pembelajaran secara didik hibur bagi mencungkil pelbagai potensi murid.Buku ini dapat membantu guru dan ibu bapa dalam membimbing murid disleksia untuk belajar membaca dan menulis. Ia merupakan buku yang unik berbanding dengan bahan bacaan yang lain kerana menggunakan pendekatan mesra disleksia.Sebagaimana yang kita tahu, kanak-kanak memang menggemari kartun dan komik.Melalui penelitian saya proses penghasilannya dibuat melalui pembacaan yang luas dan penyelidikan yang tekun daripada para penulis.Pendekatan kartun dan penulisan santai tetapi berilmu lagi bermaklumat mampu menarik minat murid disleksia untuk belajar membaca.