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Dissertations / Theses on the topic 'Reading difficulties'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Stannard, Heather Joy. "Reading engagement difficulties in competent readers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ59483.pdf.

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2

Elwér, Åsa. "Early Predictors of Reading Comprehension Difficulties." Doctoral thesis, Linköpings universitet, Pedagogik och didaktik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-110036.

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The aim of the present thesis was to examine the cognitive and language profile in children with poor reading comprehension using a longitudinal perspective. Even though comprehension skills are closely connected to educational success, comprehension deficits in children have been neglected in reading research. Understanding factors underlying reading is important as it improves possibilities of early identification of children at risk of developing reading problems. In addition, targeted interventions may prevent or reduce future problems. Descriptions of the cognitive and language profile in

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3

Kingham, Patricia H. "Developmental approaches to reading comprehension in children with reading difficulties /." Full text available, 2003. http://adt.curtin.edu.au/theses/available/adt-WCU20030904.135502.

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4

Kingham, Patricia Hope. "Developmental Approaches to Reading Comprehension in Children with Reading Difficulties." Thesis, Curtin University, 2003. http://hdl.handle.net/20.500.11937/1729.

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Previous studies have shown some students with good word recognition skills and high levels of reading fluency fail to comprehend what they read.This study examined the explicit teaching of the rule based Question Answer Response (QAR) strategies to overcome specific learning difficulties in reading comprehension. Case study methods were used on five Year 4 students in Western Australia who were at different developmental levels in reading comprehension.The study revealed that within the conceptual framework of the transactional model of reading, the Question Answer Response strategies were ef

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5

Kingham, Patricia Hope. "Developmental Approaches to Reading Comprehension in Children with Reading Difficulties." Curtin University of Technology, Faculty of Education, Language Studies and Social Work, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13398.

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Previous studies have shown some students with good word recognition skills and high levels of reading fluency fail to comprehend what they read.This study examined the explicit teaching of the rule based Question Answer Response (QAR) strategies to overcome specific learning difficulties in reading comprehension. Case study methods were used on five Year 4 students in Western Australia who were at different developmental levels in reading comprehension.The study revealed that within the conceptual framework of the transactional model of reading, the Question Answer Response strategies were ef

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6

Wang, Shinmin. "Executive function in children with reading difficulties." Thesis, University of York, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.556514.

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Executive functions are the constellation of higher-level control processes that enable individuals to monitor and regulate cognitive processing. Evidence regarding whether executive function deficits contributes to reading difficulties in children characterized by decoding deficits remains controversial. In this thesis, a range of executive functions were assessed in three samples of English children with reading difficulties whose performance was compared to that of chronological-age matched control children. Results from the first study showed that children with reading difficulties perform

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7

Al-Sulaimani, Adil Abdul Hameed Musa. "Reading difficulties in Arab learners of English." Thesis, Birkbeck (University of London), 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.261693.

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8

Bayraktar, Hasan. "A Communicative Competence Perspective On Difficulties In L2 Reading." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12606279/index.pdf.

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The primary objective of this study was to investigate the reading difficulties (problems) of Freshman EFL students attending the Department of Foreign Language Education at Middle East Technical University. The study attempted to integrate notions of strategic, linguistic, discourse and sociolinguistic competence into the construct of reading: a first approximation at integrating and applying a model of reading ability to a model of communicative language ability. To examine the reading difficulties and factors related to EFL reading, the researcher investigated the sub-competencies of readin

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9

Lumadi, Thabelo Zacharia. "Teaching strategies that teachers use to improve reading and writing in English as first additional language : case study." Thesis, University of Limpopo, 2016. http://hdl.handle.net/10386/1763.

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Thesis (M. Ed.) -- University of Limpopo, 2016<br>This study reflects on the teaching strategies that that teachers use to improve reading and writing in English FAL in the Acornhoek area of Mpumalanga Province. Since the study wanted to have an in-depth understanding of the strategies that teachers use to improve reading and writing, a qualitative methodology was used. It is within this methodology that a case study was adopted whereby three methods of data collection were used, namely: interviewing, observation and documents. Two schools were selected as sites for the study by means of purp

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10

Papadopoulos, Timothy Cosma. "A cognitive approach to reading difficulties, assessment and remediation." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ29089.pdf.

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11

Hoskins, Marie Louise. "Difficulties with discourse, a metaphorical reading of reconstituting self." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ34268.pdf.

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12

Stothard, Susan E. "Reading difficulties in children : problems of decoding and comprehension." Thesis, University of York, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.316209.

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13

Du, Plessis Annette. "The experiences of parents of children with reading difficulties." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71698.

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Thesis (MEdPsych)--Stellenbosch University, 2012.<br>Includes bibliography<br>ENGLISH ABSTRACT: According to the results of the Annual National Assessment (ANA) of 2011 in South African schools, approximately 53% of learners in grade 3 and 70% of learners in grade 6 did not reach a partially achieved level of reading. As a result of the reading difficulties, these learners have varying degrees of learning and behavioural difficulties and also experience psychological and emotional challenges. This figure indicates that a high number of people are parenting a child identified as having reading

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14

Swain, Claudia Jones. "Stress as a Factor in Primary Schoolchildren's Reading Difficulties: Some Implications for Remedial Reading." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc332139/.

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Stress is being linked increasingly to physiological, psychological, sociological, and educational problems. However, scant attention has been given to stress in recent reading research. This study investigated referral and evaluation statements and diagnostic data from parents, teachers, reading specialists, and counselors regarding signs of stress and potential stressors as factors in the reading difficulties of seventy-seven primary schoolchildren referred for evaluation at the pupil Appraisal Center (PAC) at North Texas State University between 1977 and 1984. Qualitative methods, specific

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15

Haats, Rikka Ann. "Predictive validity of kindergarten screeners for young children wth reading difficulties." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002haatsr.pdf.

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16

Lai, Cheng-Fei, and Cheng-Fei Lai. "Identification of Students in Late Elementary Grades With Reading Difficulties." Thesis, University of Oregon, 2012. http://hdl.handle.net/1794/12406.

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Piecewise latent class growth analysis (LCGA) was used to examine growth patterns in reading comprehension and passage reading fluency on easyCBM, a popular formative assessment system. Unlike conventional growth modeling, LCGA takes into account the heterogeneity of growth and may provide reliable predictions for later development. Because current methods for classifying students are still questionable, this modeling technique could be a viable alternative classification method to identifying students at risk for reading difficulty. Results from this study suggested heterogeneity in reading d

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17

Jalali-Moghadam, Niloufar. "Childhood Bilingualism and Reading Difficulties : Insights from Cognition and Pedagogy." Doctoral thesis, Örebro universitet, Institutionen för juridik, psykologi och socialt arbete, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-47033.

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We are living in a world in which bi/multilingualism has become commonplace within everyday life for a great number of people. Research has shown that bilingualism produces various cognitive consequences. These effects are generally seen as positive and contributing to an enhanced level of cognitive processing. Bilingualism functions selectively to produce outcome performances depending on the areas that are the subject of investigation. Furthermore, the patterns of results may vary if second-language reading occurs in a dyslexic context. Thus, many children may struggle with this situation, s

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18

Weedon, Charles. "Expository reading in schools : the nature of the reader's difficulties." Thesis, Open University, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.329074.

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19

Sylvia, Allison M. "Test Anxiety and Reading Comprehension in Adults with Academic Difficulties." University of Cincinnati / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1583853725075996.

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20

Liu, Yiching Christine. "Investigating the relationship between online reading groups and reading difficulties among upper-level CFL learners." Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/6793.

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This case study aims to investigate the relationship between the online reading group meetings (ORG) and reading difficulties among upper-level learners of Chinese as a foreign language (CFL learners). Based on Bernhardt’s constructivist model of L2 reading (1986, 1991) and sociocultural perspectives, this study attempts to answer two research questions: 1. What reading difficulties upper-level CFL learners encountered when they read in Chinese? 2. What components in the online reading group meetings helped upper-level CFL learners to cope with their reading difficulties? How did the component

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21

Hamilton, Diane M. "Postmodern picturebooks, gender, and reading difficulties| A phenomenological exploration of one boy's experiences." Thesis, State University of New York at Albany, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10140937.

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<p>The study presented in this dissertation emerged from a theoretical connection noted in the literature between the potential of postmodern picturebooks to affect change, the ways in which boys are socialized into literacy practices, and the problem of male disengagement from literacy. As such, this study adds a new voice to the extant literature on postmodern picturebooks and that of gender and literacy. This study is an initial exploration at the intersection between these two areas of inquiry focused on the experiences of one boy who self-identifies as disinclined toward reading, a boy wh

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22

Fox, Maureen. "Parents' ideas about literacy and their attributions for children's reading difficulties." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ35889.pdf.

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23

Dusek, Wolfgang Anton. "Treatment of Binocular Vision Anomalies that Underlie Reading and Writing Difficulties." Thesis, University of Ulster, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.564499.

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The importance of good vision for acquiring a sound fundamental base in reading and writing skills, in early years, has implications for scholastic achievement and future prospects in adult life. Where the underlying problems in children, who have difficulties in school, are not related to intellect, the ocular and visual systems need to be examined. This thesis is based on observations of 1153 school-children, aged from 7 to 14 years, who had been found to have problems with reading and writing but had no intellectual impediments to learning. The results have shown that the vast majority 72%

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24

Smythe, Ian. "Cognitive factors underlying reading and spelling difficulties : a cross linguistic study." Thesis, University of Surrey, 2002. http://epubs.surrey.ac.uk/739/.

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25

Gray, Janet. "Visual perceptual difficulties and reading behaviour : Irlen syndrome and eye colour." Thesis, University of Bristol, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.266995.

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26

Werner, Patrice Holden. "The Symptoms of Childhood Depression as Factors in Children's Reading Difficulties." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331850/.

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The purpose of this study was to investigate symptoms of childhood depression as factors in elementary school age children's reading difficulties. Subjects for study included children who evidenced symptoms of depression from among those referred to the Pupil Appraisal Center (PAC) at North Texas State University for reading difficulties between October, 1983, and April, 1985. The Weinberg Affective Scale (WAS), a screening device for childhood depression, was used to identify the subjects for this study. Using document analysis as the research approach, the researcher examined, recorded, and

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27

Arnold, Shelley Susannah. "Reading Impairments In Children With Neurofibromatosis Type 1: Profiling and Treatment." Thesis, The University of Sydney, 2018. http://hdl.handle.net/2123/20218.

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Reading difficulties are reported in the majority of children with neurofibromatosis type 1 (NF1) and have significant functional impacts. Primary aims of this thesis were to i) examine the reading profile of children with NF1, from preschool to school-age, and ii) investigate the effectiveness of a reading intervention. Three studies were conducted. Study 1 examined the preliteracy abilities of young children (5-6 years) with NF1 compared to controls. Results indicated that the performance of children with NF1 was significantly poorer than controls in all preliteracy domains. Study 2 investig

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28

Masuhara, Hitomi. "Factors influencing reading difficulties of advanced learners of English as a Foreign Language when reading authentic texts." Thesis, University of Bedfordshire, 1998. http://hdl.handle.net/10547/304964.

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This thesis investigates factors influencing the reading difficulties of advanced learners of English as a foreign language. It proposes a new approach to reading research and pedagogy in which neuroscientific insights on human verbal and non-verbal cognition are incorporated into the theoretical conceptualisation. This thesis explores the neurosdentific literature for the purpose of identifying basic principles governing human perception, emotion and cognition. The mechanisms of learning and memory are also studied. It examines how the verbal systems of the brain interact with the non-verbal

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29

Selkirk, Rosemary. "An evaluation of the effectiveness of one brain stress defusion and kinesiology techniques with children who experience reading difficulties." Thesis, Federation University Australia, 1992. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/164883.

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This research project investigated whether 'one brain' techniques would prove effective with children who experience reading difficulties when adapted for use with small groups of primary school children.

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Karjula, Eija, and Niina Parkkila. "Sambandet mellan läsförmåga och matematiksvårigheter : fyra pedagogers uppfattningar." Thesis, University of Gävle, Department of Education and Psychology, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-806.

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<p>Studiens syfte var att undersöka hur lärare ser på sambandet mellan läsförmåga och matematiksvårigheter. Aktuella rapporter visar att elevers läsförmåga har försämrats samtidigt som matematiksvårigheterna har ökat. Viss forskning pekar på ett samband mellan dessa två ämnesområden. En halvstrukturerad intervjumetod med fenomenologisk ansats användes och totalt intervjuades fyra erfarna lärare. De intervjuade hade alla mångårig erfarenhet av elevers läs- skriv- och matematikinlärning i ett brett register från förskoleklass till högskolenivå. Resultatet visade att det finns många faktorer som

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31

Hargrave-Wright, Lilian. "Continuing manifestations and coping strategies of adult dyslexics." Thesis, University of Exeter, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.302454.

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32

Feiler, Anthony. "Success and failure in early literacy : teachers' predictions and subsequent intervention." Thesis, University of Bristol, 1997. http://hdl.handle.net/1983/53373b15-31d5-4f52-8ee6-76a09039a5cb.

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33

Lundström, Lars. "Reading Difficulties and the Twofold Character of Language : How to Understand Dyslexia." Doctoral thesis, Uppsala University, Department of Psychology, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-4679.

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<p>The present longitudinal study, which comprised 125 children from Grade 2 (typal age: 8) to Grade 6 (typal age: 13), examines and interprets the results of several decoding and reading comprehension tests. A point of departure is the proposition that there may be a lack of concepts about central questions that help interpret the results of an expanding test practice in the educational system. To construct the central questions the typologies and hypothetical causes of reading problems ought to be constrained in relation to explanatory constructs combining reading acquisition and reading dif

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34

Lundström, Lars. "Reading difficulties and the twofold character of language : how to understand dyslexia /." Uppsala : Acta Universitatis Upsaliensis, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-4679.

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35

Dean, Jessica. "The effectiveness of the virtual reading gym online intervention for grade three to six learners with reading difficulties." Master's thesis, Faculty of Health Sciences, 2019. http://hdl.handle.net/11427/31458.

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Background: Research suggests that most South African learners are not achieving the expected literacy outcomes of their grades. Compounding the literacy crisis is the paucity of South African research related to information and communication technology (ICT)-based reading intervention, which may have potential for population-based service delivery. Aims and Objectives The aim of the study was to determine the effectiveness of the Virtual Reading Gym (VRG) online intervention for grade 3 to 6 learners with reading difficulties. The objective was to describe changes in learners’ reading skills

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36

Chambers, Caroline A. "Towards an integrated approach to the assessment and management of children with reading difficulties." Thesis, University of Bradford, 2017. http://hdl.handle.net/10454/17175.

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Learning to read is a complex and demanding skill which is vital in order for children to be able to access a broad curriculum of learning within the school environment. Reading requires the integration of many different processes, it is possible that difficulties with one or more of these processes has the possibility to interfere with reading ability. The research aimed to investigate the presence and co-occurrence of difficulties across many factors thought to be involved in the reading process. Data were collected from 126 schoolchildren, aged 8-10 years on performance measures associated

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37

Goldfus, Caroline Ida. "Reading comprehension and EFL adolescent students with difficulties: exploring a cognitive processing model." Thesis, University of Birmingham, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.503591.

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Kaplan, Gaby. "App-based intervention for children with reading difficulties : a description of five cases." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/13112.

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Includes bibliographical references.<br>This descriptive single subject intervention study aimed to describe the outcomes of an application (app)-based intervention for five children with reading difficulties. All participants were required to have a grade one reading level. Each participant’s language and literacy profiles are detailed in accordance with developmental and information processing models, and intervention was designed based on each child’s specific level of difficulty. Following a baseline control period, each child received approximately six weeks of intervention using

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39

Linby, Emma. "Läs- och skrivsvårigheter - en pedagogisk studie. Reading and writing difficulties - a pedagogical study." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33444.

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I min uppsats beskriver jag problematiken kring att ha läs- och skrivsvårigheter, vad det kan bero på, hur skolan kan agera och hur pedagogen sedan kan hjälpa individen med sin inlärning när det kommer till att hantera text, antingen att själv skriva den eller kunna läsa den.När eleverna gör få framsteg trots stora hjälpinsatser leder det självklart till en enorm frustration hos eleven, föräldern men även pedagogen. Genom att arbeta i team med insatser från pedagogiken, psykologin och psykiatrin kan pedagogen få en större bild av individen och se såväl möjligheter som svårigheter hon har. Jag

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40

Mack, S. K. "Single-route and dual-route approaches to reading aloud difficulties associated with dysphasia." Thesis, Queen Margaret University, 1999. https://eresearch.qmu.ac.uk/handle/20.500.12289/7453.

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The study of reading aloud is currently informed by two main types of theory: modular dual-route and connectionist single-route. One difference between then theories is the type of word classification system which they favour. Dual-route theory employs the regular-irregular dichotomy of classification, whereas single-route considers body neighbourhoods to be a more informative approach. This thesis explores the reading aloud performance of a group of people with dysphasia from the two theoretical standpoints by employing a specifically prepared set of real and pseudoword stimuli. As well as be

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41

Davidson, Johan. "The evaluation of a system which gives computer delivered speech feedback for the teaching of reading." Thesis, University of Bristol, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.259449.

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42

Stone, Rebecca Jean. "A Teacher's Guide to Academic Reading: Focusing on the Academic Reading Demands of ESL Learners." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3882.

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With over 765,000 English-as-a-second-language (ESL) students studying in the United States, a greater understanding of the academic requirements and demands these students face while studying in the US is needed. Some of the biggest challenges they face include the amount of reading required and the various tasks employed with academic reading. University reading tasks require more than an understanding of the text. These tasks place a strong emphasis on text comprehension, summary, synthesis, and critical analysis. This is problematic as students, especially ESL learners, lack experience wit

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43

Leung, Nga-ki Kate, and 梁雅琪. "Early identification screeners for preschool children at-risk for reading difficulties in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45589288.

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Källeskog, Eleonor. "Reading Recovery - A Second Chance to Learn : An Early Intervention Program to Reduce Reading and Writing Difficulties in New Zealand." Thesis, Linköping University, Department of Educational Science (IUV), 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-7265.

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<p>Reading Recovery är ett vida spritt, individcentrerat men reproducerbart program för de svagaste eleverna efter sitt första skolår. Reading Recovery har sitt ursprung på Nya Zeeland, där professor Marie Clay med kollegor med början under 1970-talet bedrev omfattande läsforskning.</p><p>Den enskilda undervisningen sker enligt en strukturerad lektionsram under 30 minuter dagligen. Programmet bygger på genomgripande utbildning och kontinuerlig fortbildning av redan framgångsrika grundskollärare för att rusta dem för att fatta individuella, pedagogiska beslut med syfte att accelerera läs- och s

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Bennett, Elizabeth G. "Visual dysfunction : a contributing factor in memory deficits, and therefore learning difficulties?" Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/266.

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This thesis is based on Educational Therapy (ET) practice which has found eye muscle imbalance is a key factor to be addressed in management of learning difficulties (LD). This level of oculo-motor (o-m) function is a 'hidden' handicap as individuals are unaware of the problem; it is not routinely tested; and is not generally included in learning difficulties research. O-m function is omitted in standard paediatric optometry tests, and in school vision screening. Eye exercises increase the range of binocular fields of vision by employing stereopsis glasses and red/green slides. Central vision

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46

Ivarsson, Emma. "Thorny reading : A didactic and literary approach to Jane Austen’s Pride and Prejudice." Thesis, Växjö University, School of Humanities, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-785.

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<p>Abstract</p><p>This essay has a gender perspective on didactics and literature with the aim to highlight the circumstances surrounding reading and understanding the novel Pride and Prejudice in a classroom context.</p><p>Since Pride and Prejudice is written with a somewhat complicated language the pupils are likely to encounter some difficulties when reading the novel. This is something that I have chosen to focus my essay on. What is more, they are likely to also have difficulties to understand different episodes in the novel since they have little knowledge about the society depicted in P

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47

Fälth, Linda. "The use of interventions for promoting reading development among struggling readers." Doctoral thesis, Linnéuniversitetet, Institutionen för pedagogik (PED), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-25548.

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A challenge for both researchers and practising teachers is to develop, disseminate and implement methods to help all students acquire good reading skills. One way to do this is to conduct intervention studies. Within the framework of this dissertation two such studies are carried out with the purpose of promoting the reading development of children whose reading ability has not yet reached the adequate age level. The empirical material consists of two studies containing different interventions. These studies form the basis of the four articles included in the dissertation. The overall aim was

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48

Ström, Maria, and Lidman Annika. "ADHD och läs-och skrivsvårigheter/ dyslexi : En systematisk litteraturstudie." Thesis, Stockholms universitet, Specialpedagogiska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-182453.

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49

Cheung, Celeste. "Reading difficulties and cognitive-neurophysiological impairments in ADHD : a focus on development and aetiology." Thesis, King's College London (University of London), 2014. https://kclpure.kcl.ac.uk/portal/en/theses/reading-difficulties-and-cognitiveneurophysiological-impairments-in-adhd(e7a8cc5f-3ae5-48ab-8374-7a46633b4e4a).html.

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This thesis uses a multidisciplinary approach to examine attention-deficit/hyperactivity disorder (ADHD) in the context of development and co-occurring impairments. The first part of the thesis focuses on the co-occurrence between ADHD and reading difficulties, investigating underlying cognitive impairments and their possible shared aetiology. We show, in a clinically ascertained sample, that the shared familial influences on ADHD and reading difficulties are largely independent of familial influences shared with IQ. Using a population-based twin sample, we further show that a significant prop

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Dickens, Faith B. "Unnatural conduct & forced difficulties Austen, reading, and the paradox of the feminine ideal." Honors in the Major Thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/373.

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Abstract:

Though some scholars have maintained that Jane Austen closely adheres to the ideology of courtesy novels and conduct literature, I argue that Austen uses her knowledge of this ideology to reveal the flaws in reader assumptions about the presumed commonsensical nature of the courtesy novel and its feminine ideal. Austen is familiar with the conventions of eighteenth-century fiction, but, rather than adopting its tropes in her own work, she uses realism to parody its excesses and improbabilities; this realism then works against reader expectations and exposes paradoxes inherent in the courtesy n

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