Journal articles on the topic 'Learning disabilities. Attention in children. Reading (Elementary)'

Is placement in special education during the elementary grades associated with higher school performance? To shed light on this question, we investigated the relationship between participation in special education programs during Grades 1–6 and school achievement among 1,234 low-income children participating in the Chicago Longitudinal Study. About 15% of the study sample received special education services (half in learning disabilities and half in other disabilities), 22% were retained in grade, and 50% changed schools more than once over the elementary grades. Controlling for school achievement prior to placement in special education, as well as for family background school experiences, and school attributes, children receiving special education services had lower reading and math achievement scores than other children, especially during Grades 4–6. Children with learning disabilities benefited less from special education services than did children with other disabilities. Grade retention and school mobility during the primary grades were associated with significantly lower reading and math achievement above and beyond prior achievement and other factors. Continued scrutiny of special education services and retention practices, at least as they currently exist in large cities, may benefit children with learning difficulties.

The effectiveness of two reading intervention programs (phonics-based and inductive learning) was investigated with 63 First Nations children identified as poor readers in Grades 3 and 4 in Study 1, whereas in Study 2, the efficacy of booster sessions for inductive learning or PREP (PASS Reading Enhancement Program) was examined. The major dependent variables in Study 1 were pretest to posttest changes following intervention on reading tests for word reading and word decoding. Other dependent variables comprised tests of phonological awareness, rapid naming speed, and cognitive tests of Planning, Attention, Successive, and Simultaneous processing (PASS). Results of Study 1 showed a significant improvement on both reading tasks following inductive learning intervention, among children below the median in comparison with those above the median. The phonics-based program resulted in similar improvement in only one of the reading tasks, word decoding. Results are discussed in terms of approaches to reading intervention for children with persistent reading difficulties. In Study 2, the important dependent variables were word reading and word decoding, as well as passage comprehension. Results showed that PREP participants evidenced continued improvements in their reading skills, notably in comprehension.

This study investigated the prevalence of latent classes at risk for reading or math disabilities in elementary-age children whose first language is Spanish. To this end, children ( N = 394) in Grades 1, 2, and 3 were administered a battery of vocabulary, reading, math, and cognitive measures in both Spanish and English. Three important findings occurred. First, five latent classes emerged (average achievers, poor achievers, reading disabled, English language learners, Spanish-dominant achievers) that varied in language and achievement scores. Second, probability estimates indicated that 10% of the total sample was at risk for learning disabilities (below cutoff score), and approximately 40% of the sample reflected a language acquisition group not at risk for academic difficulties. Finally, the best model for correctly predicting the odds of latent classes differing from average achievers included English measures of short-term memory, naming speed, and the executive component of working memory. The results support the notion that statistically distinct latent classes emerge under the umbrella of children identified as English learners and that children at risk for specific learning disabilities can be separated among a heterogeneous sample of children who are acquiring English as a second language.

The aim of the study was to investigate primary school teachers? proficiency in detecting the ability-achievement discrepancy as a landmark of possible specific developmental learning disabilities (SLD). Twenty-two teachers in five schools attempted to select, in accordance with their perception and out of a larger preliminary sample, those students whose school results revealed: (a) discrepancy between school achievement and general abilities (the group of purportedly disharmonic children, GPD) or (b) concordance between general abilities and achievement (the group of purportedly harmonic children, GPH). The children were tested by REVISK, while teachers re-assessed students? reading, writing and arithmetic performance against a simple structured questionnaire based on demands of the approved elementary school program delineated by the Ministry of Education of the Republic of Serbia. Research results indicate that more than 60% of children originally qualified to GPH have actually shown significant discrepancy between targeted scholastic skills and (normal) general intelligence. The data suggested some association between students? disparity in attainment and teachers? attribution accuracy, while the only homogenous quantitative marker of misplaced children were decreased values on some of the REVISK Verbal subscale tests. This study has shown that teachers can use their professional knowledge to enhance their capability to detect children with specific learning disabilities. In absence of criterion-referenced tests of reading, writing and mathematics, a structured approach to the projected course of skill progress might support teachers? confidence regarding likely SLD.

The study aimed to investigate the effectiveness of a phonological awareness skills training program in improving decoding skills of third grade students with reading disabilities. The initial sample included 40 students enrolled in the learning disabilities program in elementary schools in Oman. They were assessed for diagnosing those who have reading disabilities through adopting the procedures of the IQ-achievement discrepancy model. The Raven’s Matrices and a reading achievement test were administered to students. Then, 14 students among those diagnosed with reading disabilities were randomly distributed to an experimental and a control group. Participants in the experimental group received training in phonological awareness for 10 weeks whereas the control group participants did not. The participants of both groups were administered two tests in phonological awareness (PA) and decoding skills (DS) pre and post the training. Results of the study indicated that there were statistically significant differences between the experimental and control groups on the sub-tests of the PA and DS tests except for fluency in reading passages. However, a comparison of the pre and post scores of the experimental groups showed that they obtained significant gains in all sub scores following the training.

Background: Learning disability refers to a heterogeneous group of disorders manifested by difficulty in reading, writing, spelling and reasoning ability. It usually show up when a child has difficulty reading, speaking, writing, figuring out a math problem, communicating with parents or paying attention in class. Children with learning disability can succeed in school and can have successful career in life if right support and intervention is provided to them.Material & Methods: Quantitative approach with Descriptive crosssectional design was used to assess the knowledge of primary school teachers. A structured knowledge questionnaire was developed focusing on learning disabilities. The study was carried out in 16 schools of Dharan, Nepal. About 150 primary school teachers were selected by convenience sampling technique. Structured knowledge questionnaire was used to collect needed data on knowledge of primary school teachers. The data collected were tabulated and analyzed by using descriptive and inferential statistics.Results: Majority, 79 (52.67%) of the primary school teachers had moderately adequate knowledge and 71 (47.33%) had inadequate knowledge regarding learning disabilities. There was a significant association of knowledge of primary school teachers with demographic variables such as class involved in teaching.Conclusion: The school teachers have inadequate knowledge regarding learning disabilities. The teachers play an important role in identifying learning disabilities in school children at initial state. The children with learning difficulties should be helped at early stage and proper training and guidance should be provided to them.Journal of Nobel Medical CollegeVolume 6, Number 1, Issue 10 (January-June, 2017), Page:

The study of 'Graphic design for children with learning disabilities' is a study that delves into learning-disabled children in the Isaan region. The author used the survey to formulate a graphic and media design model to enhance LD children's learning. This paper is a qualitative study of the data retrieved from the literature review and field data. Target groups include experts, practitioners, and stakeholders. Research instruments are structured and non-structured interviews, observation forms, and tests. The collected data were then analyzed using the 'information processing theory,' 'structural-functional theory,' product design principle, and graphic design element principle. The paper presents the result using descriptive analysis. Based on the study, it was found that the cause for learning disabilities in children living in Isaan mostly concerns with environmental learning disabilities. The best period for children with learning disabilities to effectively receive help is during their early primary or elementary education. The types of learning disabilities that can be found in children in the Isaan region are mostly reading and writing disabilities. Further, it was also revealed that Nakhonratchasima Primary Education Service Area 2 has the highest rate of learning-disabled children in Isaan. Most of the children with learning disabilities did not receive proper care from their caretakers. To identifying children with learning disabilities, the author collaborated with the children's caretakers, schools, Special Education Bureau, and hospitals. Common classroom behaviors among these children are their inability to read and write; this includes difficulties in social interactions and activity participation. As for the learning materials, it is clear that the materials used did not correspond with their special needs due to their disabilities. It is clear that these children need materials made for individual use that does not require participation in front of the class or learning through multimedia. The discovery can be used as a guideline in formulating graphic design. The graphic design should make insignificant information less distinct while reinforcing the main contents with bold lines, complementary colors, page distance, pictures used in representing alphabets, and the adoption of fun and creative characters. As for the material design guideline, the media should focus on one story for individual use. Students should also learn through playing, repeated reading, writing practice, using materials repeatedly without being bored, and can memorize the lessons when participating in hands-on activities.
 
 Received: 23 December 2020 / Accepted: 11 February 2021 / Published: 5 March 2021

Many studies have shown a link between being competent in early mathematics and achievement in school. Early math skills have the potential to be the best predictors of later performance in reading and mathematics. Movement and songs are activities that children like, making it easier for teachers to apply mathematical concepts through this method. This study aims to develop audio-visual learning media in the form of songs with a mixture of western and traditional musical idioms, accompanied by movements that represent some of the teaching of early mathematics concepts. The stages of developing the ADDIE model are the basis for launching new learning media products related to math and art, and also planting the nation's cultural arts from an early age. These instructional media products were analyzed by experts and tested for their effectiveness through experiments on five children aged 3-4 years. The qualitative data were analyzed using transcripts of field notes and observations and interpreted in a descriptive narrative. The quantitative data were analyzed using gain score statistics. The results showed that there was a significant increase in value for early mathematical understanding of the concepts of geometry, numbers and measurement through this learning medium. The results of the effectiveness test become the final basis of reference for revision and complement the shortcomings of this learning medium. Further research can be carried out to develop other mathematical concepts through motion and song learning media, and to create experiments with a wider sample.
 Keywords: Early Mathematical Skills, Movement and Song Idiom Traditional, Audio-visual Learning Media
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<p>Learning Disabilities in Mathematics (LDM) or dyscalculia are a frequent and disruptive problem within schools. Nevertheless, this problem has received little attention from researchers and practitioners, if compared with the number of studies published on disabilities in reading. Therefore, teachers do not have enough guidance to help children overcome their difficulties. Consequently, educators, practitioners and teachers are in need of some guidelines which help them choose teaching methods that are adapted for children with LDM. This paper proposes an interventional framework for improving skills in children who show problems in learning basic mathematics. Concretely, it suggests some guidelines which are focused on number sense and problem solving, two of the most important mathematical areas.</p>

Employing a large sample of children from Dutch regular elementary schools, this study assessed the contributing and discriminating values of reading disability (RD) and attention-deficit/hyperactivity disorder (ADHD) to two types of phonological processing skills, phonemic awareness (PA) and rapid automatized naming (RAN). A second objective was to investigate whether comorbidity of RD and ADHD should be considered as an additive phenomenon as to RAN and PA. A total of 1,262 children, aged 8 to 13 years, were classified as RD ( n = 121), ADHD ( n = 17), comorbid (RD+ADHD; n = 16), or control ( n = 1,108). Phonological processing was assessed by standardized tests of PA and RAN. Disability groups were compared to each other and contrasted to the control group. Although results indicate substantial effects for all three disability groups on both types of phonological processing, and the RAN/PA compound measure in particular, effect sizes were considerably larger for the RD groups, as compared to the ADHD-only group. Theoretical and practical implications are discussed.

Researchers were able to correlate porn addiction based on electroencephalogram (EEG) signal analysis to the psychological instruments’ findings. In this paper we attempt to correlate the porn addiction to various cases of learning disorders through analyzing EEG signals. Since porn addiction involved the brainwave power at the frontal of the brain, which reflects the executive functions, this may have correlation to learning disorder. Only three types of learning disorder will be of interest in our study involving dyslexic, attention deficit and hyperactivity disorder (ADHD) and autistic children because they involved reduced intellectual ability observed from the lack of listening, speaking, reading, writing, reasoning, or mathematical proficiencies. Children with such disorder when expose to the internet unfiltered porn contents may have minimal understanding of the negative effects of the contents. Such unmonitored exposure to pornographic contents may result to porn addiction because it may trigger excitement and induced pleasure. Experimental results show strong correlation of learning disorders to porn addiction, which can be worthwhile for further analysis. In addition, this paper also indicates that analyzing brainwave patterns could provide a better insight into predicting and detecting children with learning disorders and addiction with direct analysis of the brain wave patterns.

Abstract Background Exposure of young animals to general anesthesia causes neurodegeneration and lasting behavioral abnormalities; whether these findings translate to children remains unclear. This study used a population-based birth cohort to test the hypothesis that multiple, but not single, exposures to procedures requiring general anesthesia before age 3 yr are associated with adverse neurodevelopmental outcomes. Methods A retrospective study cohort was assembled from children born in Olmsted County, Minnesota, from 1996 to 2000 (inclusive). Propensity matching selected children exposed and not exposed to general anesthesia before age 3 yr. Outcomes ascertained via medical and school records included learning disabilities, attention-deficit/hyperactivity disorder, and group-administered ability and achievement tests. Analysis methods included proportional hazard regression models and mixed linear models. Results For the 116 multiply exposed, 457 singly exposed, and 463 unexposed children analyzed, multiple, but not single, exposures were associated with an increased frequency of both learning disabilities and attention-deficit/hyperactivity disorder (hazard ratio for learning disabilities = 2.17 [95% CI, 1.32 to 3.59], unexposed as reference). Multiple exposures were associated with decreases in both cognitive ability and academic achievement. Single exposures were associated with modest decreases in reading and language achievement but not cognitive ability. Conclusions These findings in children anesthetized with modern techniques largely confirm those found in an older birth cohort and provide additional evidence that children with multiple exposures are more likely to develop adverse outcomes related to learning and attention. Although a robust association was observed, these data do not determine whether anesthesia per se is causal.

This study entitled Analysis of Reading Difficulties in Mental Retardation Students In Primary School (Case Study In SDN Kedungputri 2). The background of this research is the emergence of learning problems in mentally retarded children attending regular elementary school (not designated as inclusive primary). This study aims to find out the learning process, especially learning to read mental retardation children in SDN Kedungputri 2, Paron, Ngawi and to find out the steps taken in overcoming the difficulties of reading children mental retardation in SDN Kedungputri 2, Paron, Ngawi. This research is descriptive qualitative research. The data collected in this research are facts and information on the implementation of character education of discipline in elementary school. In this study the data source is teachers and students. Data collection techniques used in this study consist of (a) observation, (b) interview, and (c) test. In this study the validity of the data using data triangulation. Data analysis technique is done by using interactive data model analysis technique. Based on the data collected can be seen that students who experience mental retardation initials AS and the students have difficulty reading. Teachers continue to pay attention to the difficulties of learning to read the beginning to the AS.

With the advent of legislation such as the current Individuals with Disabilities Education Act (IDEA), the inclusion of students with disabilities in schools has steadily increased. More recently, the level of language and cultural diversity represented in public schools has also increased. Consequently, today's classrooms include students with a wide range of learning needs. For example, Carlos has a language-based learning problem, Ben struggles with attention problems, Maria's weak reading skills interfere with her learning in all areas, and Jason has superior cognitive ability but great difficulty with mathematics. Classrooms rich in diversity most decidedly do exist—classrooms that give all students opportunities to learn about differences and abilities and about how to celebrate individuality while building communities. They can be wonderful learning environments for our children.

Purpose This systematic review synthesized a set of peer-reviewed studies published between 1985 and 2019 and addressed the effectiveness of existing narrative and expository discourse interventions for late elementary– and middle school–aged students with language-related learning disabilities. Method A methodical search of the literature for interventions targeting expository or narrative discourse structure for students aged 9–14 years with group experimental designs identified 33 studies, seven of which met specific criteria to be included in this review. Results An 8-point critical appraisal scale was applied to analyze the quality of the study design, and effect sizes were calculated for six of the seven studies; equivocal to small effects of far-transfer outcomes (i.e., generalizability to other settings) and equivocal to moderate near-transfer outcomes (i.e., within the treatment setting) were identified. The most effective intervention studies provided explicit instruction of expository texts with visual supports and student-generated learning materials (e.g., notes or graphic organizers) with moderate dosage (i.e., 180–300 min across 6–8 weeks) in a one-on-one or paired group setting. Greater intervention effects were also seen in children with reading and/or language disorders, compared to children with overall academic performance difficulties. Conclusions A number of expository discourse interventions showed promise for student use of learned skills within the treatment setting (i.e., near-transfer outcomes) but had limited generalization of skills (i.e., far-transfer outcomes). Supplemental Material https://doi.org/10.23641/asha.12449258

Oral language abilities enable children to learn to read, and they predict future academic achievement and life outcomes. However, children with language impairment frequently go unidentified because schools do not systematically measure oral language development. Given that identification paves the way for treatment, schools should increase attention to oral language development, particularly within response to intervention (RTI) frameworks, which aim to prevent learning disabilities by identifying and intervening at early stages. Formal schooling should address language comprehension (in addition to word reading) to ensure an adequate foundation for future reading comprehension. In support, we overview the developmental relations between oral language abilities and reading skills, review current school-based assessment frameworks, and discuss how these frameworks can include language assessments. Measuring language skills early and often benefits not only those who have language impairment but also all children, as it documents language variability to inform differentiated instruction.

Purpose – Mobile handheld e-readers, such as the iPad and Kindle, have gained increased attention in schools and are becoming useful as a tool to attract students to learn and read. Although the benefits of mobile learning are clear, few studies have delved into the specific factors impacting the adoption and use of e-readers among elementary students. Moreover, the question of whether learning with e-readers can enhance reading comprehension remains unanswered. Given these facts, the study has a dual purpose. In order to explore the above-mentioned factors, the authors base the proposed research model on the task-technology fit (TTF) and self-efficacy theories, along with the technology acceptance model. Second, the authors examine the relationship between reading with e-readers and reading comprehension. The paper aims to discuss these issues. Design/methodology/approach – A sample of 60 third grade children participated in the study. The reading material used in this research was an e-book edition of the Chinese printed storybook Missing Grandmother. The causal model was validated using SmartPLS 2.0. In addition, this research used the SPSS statistical software package (SPSS for Windows, 17.0) to conduct a t-test and analysis of variance with a confidence level of 95 percent. Findings – All eight study hypotheses were supported. The results indicate that TTF and mobile learning self-efficacy have the most significant influence on intention to learn with e-readers. The authors also found that children’s reading comprehension is enhanced in an e-book reading group. The analysis revealed no gender differences in reading comprehension. Originality/value – This study explored factors which increase children’s intention to learn with e-readers. The proposed model helps the authors to understand the influence of mobile learning self-efficacy, perceived usefulness, perceived ease of use, and TTF on this intention. The authors also compared e-books and p-books in regards to usability and found that e-book reading can improve third grade children’s reading comprehension. The authors found no gender differences in either the p-book reading group or the e-book reading group.

Abstract This paper aims to compare the neuropsychological and educational profiles of Brazilian children with dyscalculia (n = 8), dyslexia (n = 13) and without learning disabilities (n = 12). The neuropsychological profile was composed of: (a) intelligence - assessed by the Wechsler Intelligence Scale for Children (WISC-III); (b) attention - WISC-III Coding and Symbol Search subtests; (c) executive functions - Digit Span (backward order) and WISC-III Arithmetic subtests, Pseudoword Repetition Test for Brazilian Children, Stroop Test and Wisconsin Card Sorting Test; (d) memory - WISC-III Digit Span subtest (forward order) and Rey Complex Figures. The educational profile was composed of reading, writing and mathematics, assessed by the Academic Performance Test and the Arithmetic Test. It was found that the groups with dyscalculia and dyslexia did not differentiate in any of the neuropsychological abilities, only in the reading and writing abilities. Neuropsychological variables that could explain these results were discussed.

The Pediatric Symptom Checklist-17 was originally used in primary care settings with parents to identify their children’s behavioral and emotional problems, but there has been some research supporting use of this scale in school settings. This study examined: (a) the factor structure and measurement invariance of the teacher-rated Pediatric Symptom Checklist-17 and (b) complex relationships among demographic characteristics, behavioral and emotional problems, and learning outcomes using structural equation modeling in elementary schools. A sample of 508 children in grades one and two were rated by their teachers with the Pediatric Symptom Checklist-17. Measures of Academic Progress test was utilized to measure participants’ learning outcomes in reading and math. The results confirmed a three-factor structure of the Pediatric Symptom Checklist-17 (internalizing problems, externalizing problems, and attention problems) and attested the measurement invariance across different demographic groups (i.e. gender, ethnicity, and grade levels). Boys were more likely to have severe attention problems which were associated with lower learning outcomes as seen by Measures of Academic Progress reading and math scores. Attention problems mediated the relationship between gender and learning outcomes. This study has implications for the use of the Pediatric Symptom Checklist-17 in school-based settings. Additionally, it highlights the potential relationships among gender, attention problems, and learning outcomes.

The ability to understand sentences contributes to students’ reading comprehension. However, many reading programs tend to underemphasize explicit instruction aimed at enhancing students’ knowledge of sentence structures. Children with language impairments, students with learning disabilities, and English language learners may particularly benefit from instruction that targets potentially challenging sentence structures. This article is designed to help educators and clinicians more effectively identify and teach several sentence structures that can compromise elementary and middle school students’ understanding of written text. Four types of sentence structures that may be difficult to process are introduced and systematically explored: (a) sentences with passive verb constructions, (b) adverbial clauses with temporal and causal conjunctions, (c) center-embedded relative clauses, and (d) sentences with three or more clauses. Information is presented on syntactic structures, sources of confusion, developmental considerations, assessment caveats, and instructional strategies.

This study examined the effect of a motor intervention based on the attention, balance, and coordination (ABC) learning approach on motor proficiency and executive functions in children with learning disabilities (LD). Forty-five male elementary school students with LD aged 7-9 years were recruited and randomly assigned into one of three groups: two experimental groups and one control group. Experimental Group A received only the motor intervention. Experimental Group B simultaneously received both motor intervention and regular educational services. The control group received only regular educational services. The motor intervention involved sequential station exercises based on ABC; this training took place in 24 sessions, scheduled three times a week for eight weeks. We obtained children’s scores on the Bruininks-Oseretsky Tests of Motor Proficiency, N-Back Test, Tower of London, and Continuous Performance Tests at pretest, posttest, and follow-up testing. Our results showed that both experimental groups significantly improved their motor skills and most measures of executive functions, relative to no significant improvement for the control group. The improvements on some measures of executive functions in Experimental Group B were just slightly better than in Experimental Group A. This study supported Blythe’s ABC learning approach emphasizing ABC, and it extended earlier findings of benefits of this approach to populations of children with LD.

Public policy for inclusive education in Ecuador favors the entry of students with Special Education Needs into conventional schools. However, teachers require to develop adaptations to improve their work with students who have such conditions. This research aims to study the contribution of audiovisuals in adaptations and modifications for teaching English Language to a child reported with attention-deficit. This case of study refers to a boy attending the 4th Grade of elementary school in Manta-Ecuador. The research team designed a 10-sessions educational intervention for stimulating the child attention and improving his communication skills in English as a foreign language. A mixture of qualitative and quantitative research methodologies is applied to determine the participant’s English language skills evolution. This work also introduces teaching strategies that convine games and technology to support the vocabulary acquisition process of children with physical or intellectual disabilities. Results show how the videos catch and keep the participant’s attention during more time; and how the voice self-recording supports his listening and speaking practice. Such circumstance opens multiple possibilities to innovate the current adaptations and modifications for improving the teaching and learning process of children with special educational needs in ESL context.

The Inventario de Comportamiento Escolar (IDCE) is a teacher rating inventory for the assessment of Puerto Rican children, particularly those with a behavior pattern indicative of attention deficit disorder, learning disabilities, or academic underachievement. Factor analysis of classroom behavior ratings of a representative sample of 961 Puerto Rican students (kindergarten to sixth grade) yielded five scales: Inattention, Hyperactivity, Inappropriate Social Behavior, Irritability-Hostility, and Anxiety. Factor analysis of school performance ratings yielded five scales: Reading-Spelling, Expressive Language, Memory, Directionality-Laterality, and Motor Skills. Alpha coefficients (mean: .90; range: .81 to .97) and item total correlations (mean: .67; range: .52 to .78) provided evidence of the internal consistency of the scales. Four-week test-retest reliability ranged from .70 to .90.

Reading is a difficult skill to be mastered by children mainly remedial students prone to problems in basic reading skill. Remedial students are students with learning disabilities who have been selected to attend the Remedial Programme in their schools. This study was conducted to identify the problems faced by these students in mastering basic reading skill. Basic reading skill that is the focus of this article is the open syllables words; Consonant Vowel Consonant Vowel (KVKV). This study aimed to identify the main problems faced by students in reading open syllables words (KVKV). The study was conducted in one elementary school in the district of Miri, Sarawak involving 30 pupils in year two from remedial class. Data were collected through Diagnostic Tests, observations and interviews in the study group. The study found that the main problems were; students do not understand the basic concepts of reading clearly and the lack of motivation among the students. This study is expected to help teacher in particular remedial teachers in helping students overcome reading recovery KVKV word. To improve the reading skills of pupils, the study recommended that remedial students are taught by a variety of teaching strategies such as inserting games or songs in their teaching and learning in order to cultivate their interest in reading. Teachers are also advised to constantly motivate the students so that they are eager to learn the skills of reading.

The rationale to evaluate for central auditory processing disorder (CAPD) in schoolaged children is based on the assumption that an auditory-specific perceptual deficit underlies many learning problems including specific reading and language disabilities. A fundamental issue in this area is whether convincing empirical evidence exists to validate this proposition. Herein, we consider the issue of modality specificity by examining the extent to which reading, language, and attention disorders in schoolaged children involve perceptual dysfunctions limited to a single sensory modality. Difficulty in validating CAPD as a diagnostic label is due in large part to use of the unimodal inclusive framework, which has biased the diagnosis to favor sensitivity of test results over documenting the specificity of the deficit. Indeed, empirical research documenting modality-specific auditory-perceptual dysfunction in this population is scarce. Therefore, the existing literature on this topic has not clarified the "true" nature of the problem, and has left many questions about this disorder unanswered. It is argued that demonstrating modality specificity is one way to rule out supramodal disorders as explanations for observed dysfunction. Multimodal perceptual testing is one logical approach to help clarify this area of investigation.

Abstract Objective The purpose of this poster is to illustrate the use of a method based on a neuropsychological pattern of strengths and weaknesses (PSW) to identify specific learning disabilities (SLD) in Puerto Rican Hispanic children. The Discrepancy/Consistency Method (D/CM) (Naglieri, 2011; Naglieri & Otero, 2017) helps to identify neuropsychological processes underlying academic difficulties instead of acquired skills, which are determined by culture and language. The D/CM is a reliable approach to evaluate cultural and linguistic minorities. Participants and Method This case series reviewed the records of eight children, between the ages of 6 to 15, diagnosed with SLD. Reviewed neuropsychological data included the Cognitive Assessment System (CAS-2) to assess neuropsychological processes and WJ Bateria-III for academic achievement. All patients were evaluated in a private practice clinic by a neuropsychologist. Results All children performed between low average to below average (impaired) in reading measures. Seven of them also presented low scores in math and writing measures. In terms of neuropsychological processes, the major difficulties were found in successive processing (M = 82; range 69-93), followed by planning (M = 85; range 62-100) and attention (M = 87; range 65-123). Using the D/CM, it was possible to link a clear neuropsychological PSW with their academic difficulties. Conclusions The D/CM permits the attainment of a precise diagnosis to identify SLD in Hispanic children. The identification of PSW is important to provide fair interventions for children from culturally diverse backgrounds – many of who require a reliable and valid method to ascertain proper diagnoses. Federal regulations encourage the use of assessment approaches that include basic psychological measures sans cultural and language discrimination. This case series demonstrates the value of the D/CM as a model to achieve cultural justice and equity in the evaluation and intervention of the Hispanic population. References Naglieri, J. A. (2011). The discrepancy/consistency approach to SLD identification using the PASS theory. Naglieri, J. A., & Otero, T. M. (2017). Essentials of CAS2 assessment. John Wiley & Sons.

Abstract Objective Neurofibromatosis Type 1 (NF1) is an autosomal dominant genetic disorder affecting approximately 100,000 people in the U.S. It is commonly associated with neurofibromas, café-au-lait spots, and optic gliomas. It has also been linked to neurocognitive deficits, including learning disabilities and ADHD. This study examined relationships among executive functions (EF) and academic achievement in children diagnosed with NF1. Methods Participants included 29 children (ages 2–21; M = 9.28, SD = 5.50) diagnosed with NF1 referred for neuropsychological evaluation as part of standard clinical care. A battery of tests was administered, including measures of intelligence (Wechsler Preschool and Primary Scale of Intelligence, Fourth Edition; Wechsler Intelligence Scale for Children, Fifth Edition; Wechsler Adult Intelligence Scale, Fourth Edition), attention (Conners’ Continuous Performance Test II), EF (Delis-Kaplan Executive Function System), academic achievement in reading and math (Wechsler Individual Achievement Test, Third Edition), and parent rating scales examining EF in the home environment (Behavior Rating Inventory of Executive Function, Second Edition). Results Relations between attention, EF, and academic achievement were examined using bivariate Pearson correlations. Lower scores on measures of EF (e.g., inhibition of prepotent responses) were linked to lower math achievement scores (r = .73, p < .05). Difficulties with sustained attention were associated with lower performance on measures of reading (r = −.60, p < .05) and math achievement (r = −.59, p < .05). Parent report of EF difficulties was correlated with lower reading scores (r = −.68, p < .05). Conclusions Results suggest that children with NF1 are at risk for deficits in EF and academic achievement. Problems in these two domains are likely to co-exist. Thus, interventions targeting these skills should be well integrated.

This article analyses the role of phonological awareness (PA) in developing reading and writing skills in young learners, studying Italian as a Foreign Language. Its main objective is to identify and describe original didactic strategies supporting students in training PA, the metalinguistic strategy that allows them to reflect and manipulate the phonemic units composing words (Nijakowska, 2010). Research on PA shows a direct correlation between training this linguistic ability and improving learners’ linguistic competencies, either in their native language or in a foreign one (Bus & van IJzendoorn, 1999; Ehri et al., 2001; Snow et al., 1999; Ganschow & Sparks, 1995; Lesaux & Siegel, 2003; Chiappe et al., 2002; Gottardo et al., 2001). In particular, PA is directly involved in the process of learning how to read and write. Which are then the most suitable didactic tools to help students in improving PA? Digital technologies seem to constitute effective means, proposing challenging activities, creating pseudo-real communicative scenarios and stimulating different sensorial channels at the same time. Even if similar tools have been developed for children with learning disabilities, it doesn’t exist yet, according to our best knowledge, a specific instrument for the study of Italian as a foreign language by non-impaired learners. Starting from the observation of a classroom of the Elementary School “Colegio Leonardo da Vinci” in Bogotà, the prototype of an app for training PA has been developed, specifically based on their linguistic needs, provided with examples of usage, exercises, explanations, and a series of indications

<p>Dyslexia is a problem that an individual has since birth; it poses difficulties for the rest of their life, similar to other learning disabilities. Spelling, writing, reading and in certain instances speech can all be undermined by the language processing disorder. Idleness or a lack of intellect are not associated with dyslexia. Furthermore, sight problems do not cause dyslexia. Rather, data is evaluated and understood by the brain in alternative ways, making dyslexia a neurological ailment afflicting both children and grown-ups.</p><p>This paper seeks to devise a puzzle game application based on eye tracking, which will assist with focusing attention, as well as a chatbot that can motivate users. This should prove beneficial to individuals with dyslexia, parents of dyslexics, or experts such as reading professionals, instructors and teachers who are assisting dyslexics. Based on the best current understanding of how to assist dyslexics, we meticulously assessed every application prior to its inclusion. </p>

Instructional media is a tool used by teachers to explain material in the classroom, which is anything that can be used to stimulate children's thoughts, attention, and feelings, to encourage the learning process. Therefore the teacher of English for young learner must create a fun classroom setting by using media, beside of technique and method to attract students attention. The aimed of this study is to describe the teacher's preparation and explain the use of media in the classroom. This study uses descriptive qualitative methods, by collecting data using interviews, observation, and document analysis. The results of this study indicate that in preparing the media, the teacher must understand the material to be taught and adjust the media to be used with the material. The use of media depend on the material, and on this research the media used by teachers are coursebooks, video, realia and picture. Such as video to train on students' speaking and listening skills. Picture is to increase children's knowledge about vocabulary. Coursebooks are used to practice student's reading and writing skill, while realia is used to introduce children to real subject. Keywords: English, Young learner, Instructional Media

The biggest hope for a better life in our society is through good quality of education. Through education, everyone will also be exposed to the truth. The tutoring program reported in this paper attempted to improve the quality of education for children in Dumpit, Tangerang. There were a great number of children who were not able to to go to school due to their parents’ difficult situation. In addition, these children’s parents paid little attention to their children’s physical appearance, health care, and behaviors. Through this tutoring activity, the students were exposed to the importance of education, moral and characters, and healthy living. Some materials given to the early age students included basic calculating, writing, reading, and singing. For elementary students, they were tutored in math, science, language, arts, civilization, and social science. For secondary level students, they were tutored in math, physics, biology, chemistry, accounting, language, economics, geography, sociology, history, and civilization. The mentoring methods used varied depending on the number of students and their characteristics. The mentors did their best to make learning active and fun so that the students did not get bored. We hope that this tutoring program is beneficial to the students and might have a good impact on the students and their neighborhood as well as the tutors.

This study aims to describe the benefits of fairy tales in formation child character. This study aims to determine the character formation of children through fairy tales and also the benefits of fairy tales in the formation of children's character. Fairy tales are stories that contain moral and social values that are useful for shaping children's character. Formation of children's character can be done in the school learning environment and home or family environment. The strategy of forming a child's character is done by giving examples, habituating to reading fables, habitual listening to tales, and creating a supportive reading environment. Storytelling is a creative activity of a teacher to convey messages to students, because elementary students cannot understand the pure advice given. They need learning that is not patronizing, so that it creates a cheerful and pleasant atmosphere. Storytelling becomes successful when students can focus on paying attention to the contents of the story and getting to know the characters that are told, then students remember the contents of the story and store it in the memory of the brain which can be taken back when needed. Furthermore, students translate the memory of stories that exist in their brains in the form of behavior that shows positive character and national cultural values.

The purpose of this study is to increase the interest in reading from the problem of low interest in reading in grade 2 elementary students, with several factors of problems from low interest in reading and low reading skills of students are still lacking, the rise of types of entertainment such as playing games and watching TV so as to influence the attention of students choosing not to read. Researcher develop digital literacy learning media based on educational games by developing students to be able to play puzzles and read. With the media design created by Researcher, namely the collaboration between writing, images, and sounds, it is very important in communication and conveying messages to students, if students still do not know the word, they can see pictures and sounds that can help children in visualizing stories in reading. Researcher designed this media so that students can be interested and motivated and more enjoyable in digital literacy. Researcher used a type of development research (R&D) and a qualitative descriptive approach to percentage. For data analysis techniques that have been conducted consists of preliminary studies, product development, validity tests and conclusion drawing. The results of this study after analysis of the data of the assessment of material expert validation test by 100% and media experts by 84.2%, with the results have been qualified and eligible to be tested after improvement according to the advice of experts.

In response to character education stated in Indonesian Curriculum 2013, to build characters for students of early ages is significant. This can be built through establishing reading habits and building character education to young learners living in urban and suburban areas simultaneously. However, there is lack attention paid to those living in suburban areas. Thus, this research is intended to provide them with some appropriate character-based reading materials. In order that they enjoy reading, the reading materials should be joyful and arouse imagining. This research employs Research and Development (Borg and Gall, 1983 & Ari, et.al., 1985) with the data were collected through doing need analysis by means of distributing questionnaire to EYL in suburban areas in East Java Indonesia, interviewing EYL teachers and parents having children at elementary schools. The results of the data collecetd in Need Analysis were used to develop the product. This R and D produced collection of Joyful Story Sheets (JoSS) for EYL of the 3rd, the 4th, the 5th, and the 6th graders with each grade consists of 40 joyful story sheets written based on some characters, i.e. hard working, independence, discipline, honesty, and tolerance. The research reveals that the product of this research-namely JoSS- is proved to inspire the students’ moral values, to build love of reading, and to encourage learning English. This research result is pedagogically implemented not only as a means of character education but as supplementary materials for reading class as well. To prove its effectiveness, it is suggested for further researchers to experimentally investigate.

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 (rhymes) and rhythms, 3) it’s hard to remember names, 4) late development in language, 5) happy to read a book, but not interested in words or letters, 6 it’s hard to dress. The characteristics of dyslexia at elementary school age: 1) difficulty reading and speeling, 2) often confused letters and numbers, 3) it’s hard to remember names, 4) difficult to understand the writing he read, 5. Slow at writing, 6 difficulty concentrating, 6) difficulty concentrating, 7) it’s hard to tell right and left, or the order of the week, 8) low self-esteem, and 9) still have difficulty in dressing.
 Abstrak
 Disleksia adalah jenis kesulitan belajar pada anak berupa ketidak mampuan membaca, gejala yang tidak disebabkan oleh kemampuan penglihatan, pendengaran, intelegensia, atau keterampilannya dalam berbahasa, melainkan lebih kepada gangguan dalam proses otak ketika mengolah informasi yang diterimanya. Faktor-faktor penyebab disleksia , adalah masalah fenoologi, faktor pendidikan, faktor psikologis, dan faktor biologis. Adapun ciri-ciri disleksia di antaranya: Ciri-ciri disleksia pada pra-sekolah: (1) Suka mencampur adukkan kata-kata dan frasa (2) Kesulitan mempelajari pengulangan bunyi (rima) dan irama (ritme), (3) Sulit mengingat nama, (4) Perkembangan dalam berbahasa yang terlambat, (5) Senang dibacakan buku, tetapi tidak tertarik dengan kata-kata atau huruf, (6) Sulit untuk berpakaian. Adapun ciri-ciri disleksia diusia sekolah dasar: (1) Sulit membaca dan mengeja, (2) Sering tertukar huruf dan angka, (3) Sulit mengingat alfabet atau mempelajari tabel, (4) Sulit mengerti tulisan yang ia baca, (5) Lambat dalam menulis, (6) Sulit konsentrasi, (7) Susah membedakan kanan dan kiri, atau urutan dalam sepekan, (8)Percaya diri yang rendah, (9) Masih tetap kesulitan dalam berpakaian.
 Kata Kunci: Disleksia, Kesulitan Belajar, dan Pendidikan


 
 
 Language skills are essential for early childhood, being able to speak clearly and process speech sounds, understand others, express ideas, and interact with others are the building blocks for a child's development. Therefore, this study will examine the effect of the Inside Outside Circle (IOC) instructional strategies with media images on children's language skills. This research is a quasi-experimental design with a posttest only and using a control group. The sample in this study were children in two kindergartens in the village of Banjar Tegal. Data analysis in this study was carried out by quantitative descriptive methods using t-test analysis techniques. The results of this study in kindergarten students in Banjar Tegal Village show that there is an influence of the IOC learning model with picture media on children's language skills (tcount = 6.28> ttable = 2.00). This shows that language skills achieved by groups of children participating in learning with the IOC model with drawing media are better than groups of children who attend learning without the IOC model. The implication is that further research is expected to develop other aspects of child devel- opment through the IOC model.
 Keywords: Children Language skills, Image media, Inside-Outside Circle Instructional Strategies
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The prevalence of ADHD children increases every year. Some researchers have shown that psychosocial behavior therapy (antecedents-consequences modification) was effective to decrease hyperactivity and increase attention to ADHD children. This study aims to find out the effectiveness of antecedents-consequences modification by parents and teachers to decrease hyperactivity and increase attention to a 6 years old boy with ADHD. The study was a single case experimental design. Psychosocial behavior therapy has been used with antecedents-consequences modification. The antecedents-consequences modification was applied by teacher at school and parents at home. Data were analyzed using Wilcoxon Signed Rank Test. Results showed that there’s a significant decrease of hyperactivity behavior and significant increase of doing his assignment both at school and also at home. Not only about the content of behavior therapy itself, but how to give the therapy is important. Parents and teacher should do the therapy consistently, immediately, specifically and saliency to reach the target of intervention.
 Keywords: ADHD Children, Antecedents, Consequences, Modification
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Disciplinary behavior increases children's responsibility and self-control skills by encouraging mental, emotional and social growth. This behavior is also related to school readiness and future academic achievement. This study aims to look at read aloud with the media of large books in improving disciplinary behavior during early childhood. Participants were 20 children aged 5-6 years. By using qualitative methods as a classroom action research, data collection was carried out by observation, field notes, and documentation. The results of pre-cycle data showed that the discipline behavior of children increased to 42.6%. In the first cycle of intervention learning with ledger media, the percentage of children's discipline behavior increased to 67.05%, and in the second cycle, it increased again to 80.05%. Field notes found an increase in disciplinary behavior because children liked the media which was not like books in general. However, another key to successful behavior of the big book media story. Another important finding is the teacher's ability to tell stories to students or read books in a style that fascinates children. The hope of this intervention is that children can express ideas, insights, and be able to apply disciplinary behavior in their environment. 
 Keywords: Early Discipline Behavior, Read aloud, Big Book Media
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This research aims to describe the implementation of the Littaqwa method in learning the Qur'an at SDIT Nur Hidayah Surakarta and the karimah method at MI Nurul Karim Karanganyar and describe the supporting and inhibiting factors. This type of research is field research, with a qualitative approach. The object of research is SDIT Nur Hidayah Surakarta and MI Nurul Karim Karanganyar. Research subjects include the Principal / Madrasa, al-Qur'an learning coordinator, teachers who teach the al-Qur'an and several students. Data collection techniques are done by observation, interview and documentation. Data analysis was performed descriptively qualitative. The results showed that the main target of learning the Koran at SDIT Nur Hidayah was an understanding of the principles of recitation with the target of memorization of at least 2 juz (juz 29 and 30) and memorization of hadith, the learning method used was littaqwa by applying three learning models namely classical with the teacher, independent classical and one-on-one classics. Evaluations are conducted at the end of each meeting and evaluation of volume increases. While in MI Nurul Karim the target of memorization is owned by ± 5 juz graduates (juz 26, 27, 28, 29 and 30), learning using the karma method which has four teaching principles namely talqin, tikrar, tahqiq and tabyin. Evaluation of learning is done in 3 stages, namely the class exam, juziyyah and the peak is the best tahfidz school overall champion test. The implementation of al-qu'an learning has implemented a constructivism approach in choosing learning strategies, as an effort to create a learning process that is appropriate to the character of students.Supporting factors that encourage the implementation of the learning of the Qur’an include the standardization of qualified educators and workshops specifically Tahfidz teachers, innovation and strategies in delivering learning, using teaching aids and student handbooks that are easily understood, having Iad classes specifically for 1 grade of elementary school , has its own distinctive tone or hum. While the obstacles faced include students who are not fluent in reading the Koran, lack of guidance and support from families for children, and there are still children who lack concentration and attention when the learning process takes place.Penelitian ini bertujuan untuk medeskripsikan implementasi metode littaqwa dalam pembelajaran al-Qur’an di SDIT Nur Hidayah Surakarta dan metode karimah di MI Nurul Karim Karanganyar serta mendeskripsikan faktor pendukung dan penghambatnya. Jenis penelitian yang digunakan adalah field research, dengan pendekatan kualitatif. Objek penelitian adalah SDIT Nur Hidayah Surakarta dan MI Nurul Karim Karanganyar. Subjek penelitian diantaranya yaitu Kepala Sekolah/ Madrasah, koordinator pembelajaran al-Qur’an, para guru yang mengajar pelajaran al-Qur’an dan beberapa siswa. Teknik pengumpulan data dilakukan dengan observasi, wawancara dan dokumentasi. Analisis data dilakukan secara deskriptif kualitatif. Hasil penelitian menunjukkan bahwa target utama pembelajaran al-Qur’an di SDIT Nur Hidayah adalah pemahaman tentang kaidah ilmu tajwid dengan target hafalan minimal 2 juz (juz 29 dan 30) dan hafalan hadits, metode pembelajaran yang digunakan adalah littaqwa dengan menerapkan tiga model pembelajaran yaitu klasikal bersama guru, klasikal mandiri dan klasikal satu-satu. Evaluasi dilakukan setiap akhir pertemuan dan evaluasi kenaikan jilid. Sedangkan di MI Nurul Karim target hafalan yang dimiliki oleh lulusannya ± 5 juz (juz 26, 27, 28, 29 dan 30), pembelajaran menggunakan metode karimah yang mempunyai empat prinsip pengajaran yaitu talqin, tikrar, tahqiq dan tabyin. Evaluasi pembelajaran dilakukan dengan 3 tahap yaitu ujian kelas, juziyyah dan puncaknya adalah ujian juara umum terbaik tahfidz sekolah. Implemetasi pembelajaran al-qu’an telah menerapkan pendekatan kontruktivisme dalam memilih strategi pembelajaran, sebagai upaya menciptakan proses pembelajaran yang sesuai dengan karakter peserta didik. Faktor pengdukung yang mendorong implementasi pembelajaran al-Qur’an meliputi standarsasi pendidik yang mumpuni dan workshop terkhusus guru tahfidz, inovasi dan strategi dalam penyampain pembelajaran, menggunakan alat peraga dan buku pegangan siswa yang mudah dipahami, memiliki kelas I’dad terkhusus untuk kelas 1 SD, memiliki nada atau senandung khas tersendiri. Sedangkan kendala yang dihadapi antara lain masih terdapat peserta didik yang belum lancar membaca al-Qur’an, kurangnya bimbingan dan support dari keluarga terhadap anak, dan masih terdapat anak yang kurang konsentrasi dan perhatian ketika proses pembelajaran berlangsung.

ABSTRACT Objective: to determine the occurrence of children with poor school performance and to investigate which intrinsic influences are most prevalent among them. Methods: a total of 104 children from the 1st grade to the 5th of elementary school participated in phase 1 (selection of children with poor school performance by a standardized test and based on average grade) and 56 of them (54%) were classified as having poor school performance. In phase 2 (differential diagnosis), 35 of these 56 children underwent multidisciplinary assessments and the results were submitted to a descriptive analysis. Results: out of the 35 children who completed phase 2, 18 (51%) were diagnosed with mood disorder (2 - 6% depression; 16 - 45% anxiety disorder/signs), 14 (40%) showed attention deficit disorder and hyperactivity, 1 (3%) showed specific language disorder and 1 (3%) showed specific learning disorder. Among the most prevalent changes in reading/writing/arithmetic dysortography (19 children - 54%) and the presence of non-literate children (10 - 29%) were observed. Conclusions: more than a half of the school-age children studied had learning deficits in written language and/or arithmetic, and the most prevalent intrinsic variables were internalizing disorders and the attention deficit/hyperactivity one.

This study investigated whether students with reading disabilities (RD) showed greater regression in reading skills than did non-RD students over the summer vacation. The RD group consisted of 30 students in grades 4 to 6 from a private school for students with learning disabilities and a comparison group of 30 average readers in grades 4 to 6 attending a public school. All students were tested in May/June and September on measures of reading achievement, phonological processing, and oral receptive vocabulary. Significant regression in the RD group’s scores was found on speed of sight word reading, speeded phonological decoding, and untimed sight word reading. These results suggested that students with RD tend to decline in areas that require automatic reading skills. Implications for students with RD in relation to periods of extended absence from formal literacy instruction are discussed.