Relevant bibliographies by topics / Slow learners

Contents

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

Academic literature on the topic 'Slow learners'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 January 2023

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Journal articles on the topic "Slow learners"

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Hafidah, Hafidah, and Rukli Rukli. "Treatment Slow Learner Learning Repetitive Addition with Realistic Mathematics Learning Approach." Mimbar Sekolah Dasar 9, no. 3 (December 24, 2022): 396–412. http://dx.doi.org/10.53400/mimbar-sd.v9i3.48586.

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Mathematics is the queen of science, but many children experience slow learners in these subjects. Slow learners can achieve maximum abilities if the learning approach is appropriate to the situation. This study examines slow learner children with a realistic mathematics education approach. The research method uses single subject research with multiple baseline cross conditions designs at school and home. Then data analysis uses an internal analysis approach and an analysis between curves of both conditions. The results showed that slow learners experienced a higher tendency to score higher when studying at home than at school. In addition, slow learner students have a higher score increase after treatment, but after moving to another condition, the increase in score slows or stagnates. The implication is that teachers teach slow learners with the MRE approach at school based on home situations to maximize their learning abilities.
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O'Sullivan, Dudley J. "Slow learners." Medical Journal of Australia 159, no. 6 (September 1993): 422. http://dx.doi.org/10.5694/j.1326-5377.1993.tb137928.x.

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HEYLIN, MICHAEL. "Slow learners." Chemical & Engineering News 63, no. 31 (August 5, 1985): 5. http://dx.doi.org/10.1021/cen-v063n031.p005.

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Silver, GeorgeA. "Slow learners." Lancet 337, no. 8733 (January 1991): 104–5. http://dx.doi.org/10.1016/0140-6736(91)90756-f.

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Akbaraliyevna, Mirzanazarova Vazira, Alimova E’zozxon Ne’matullayevna, Rahmonova Dildora Abdulxamid Qizi, and Karimova Sadoqat Abduxamidovna. "Using Videos And Multimedia In Teaching Foreign Languages For Slow Learners." American Journal of Social Science and Education Innovations 03, no. 04 (April 30, 2021): 689–94. http://dx.doi.org/10.37547/tajssei/volume03issue04-111.

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In this article shown that using video materials is of practical interest to language program designers and administrators, who want to attract slow learners to programs that will help them to learn with their needs and interests, to teachers, who would like to use pedagogical techniques that reinforce and develop slow learner’s frequency to procure foreign languages, and to learners themselves, who are facing difficulties in terms of speaking and listening.
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Wahidin, Wahidin, and Nurainy Dwi Novitasari. "Mathematical Disposition of Slow Learners’ Conceptual Understanding using Bruner’s Theory." Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram 10, no. 2 (April 11, 2022): 300. http://dx.doi.org/10.33394/j-ps.v10i2.4986.

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This study aims to analyze the relationship between mathematical disposition on the slow learners’ understanding of mathematical concepts in mathematics based on Bruner’s theory. This study used a qualitative method with a descriptive approach. The subjects were five slow learner students at Junior High School 3 Ciawigebang. Data were collected by documentation, tests and interviews. The results of the study revealed that there was a relationship between mathematical disposition and understanding of mathematical concepts of slow learner students in answering questions using Bruner’s theory, namely the symbolic and the iconic stages. Slow learners with a high level of mathematical disposition can solve all questions correctly and have met the indicators of understanding the mathematical concepts used in this study. Meanwhile, the slow learner with a moderate mathematical disposition can solve the questions given, but still have misconceptions in responding to some questions. Then, slow learners with a low mathematical disposition only understand some of the questions and have misconceptions in solving the question.
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Suryana, Nana. "PROBLEMATIKA SLOW LEARNER." MADROSATUNA : Jurnal Pendidikan Guru Madrasah Ibtidaiyah 1, no. 1 (June 25, 2018): 12–25. http://dx.doi.org/10.47971/mjpgmi.v1i1.15.

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In the learning process, teachers will face a variety of differences that children have, for example children who are slow to follow learning. A slow learner is not a stupid child. Children of slow learners are only delays in following the teaching and learning process compared to other children. This is caused by wrong perceptions of children, emotional disturbances, and errors in education.
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Aziz, Alfian Nur, Sugiman Sugiman, and Ardhi Prabowo. "Analisis Proses Pembelajaran Matematika pada Anak Berkebutuhan Khusus (ABK) Slow Learner di Kelas Inklusif." Kreano, Jurnal Matematika Kreatif-Inovatif 6, no. 2 (February 16, 2016): 111. http://dx.doi.org/10.15294/kreano.v6i2.4168.

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<p dir="ltr">Tujuan penelitian ini adalah untuk mengetahui bagaimana proses pembelajaran matematika pada anak berkebutuhan khusus (ABK) slow learner di kelas inklusif SMP Negeri 7 Salatiga dalam mencapai keberhasilan belajar. Data penelitian ini adalah mengenai proses pembelajaran matemetika pada anak berkebutuhan khusus slow learner di kelas inklusif. Penelitian ini menggunakan pendekatan kualitatif. Teknik pengumpulan data menggunakan metode observasi, wawancara, dan studi dokumentasi. Teknik analisis data meliputi pengumpulan data,reduksi data, penyajian data, penarikan kesimpulan dan verifikasi. Berdasarkan hasil analisis diperoleh hasil : (1) Guru mata pelajaran matematika sudah memahami karakterstik siswa slow learner secara umum. Tidak Terdapat perbedaan dalam Rencana Pelaksanan Pembelajaran (RPP) namun perencanaan tetap memperhatikan karakteristik siswa slow learner.(2) Dalam pelaksanaan pembelajaran guru melakukan pengkondisian dengan mempersiapkan siswa secara fisik dan psikis. Penggunaan model, metode, media pembelajaran disamakan antara siswa reguler dan slow learner. Dalam pelaksanaan ada metode yang sudah dapat mengakomodir siswa reguler dan siswa slow learner, namun masih ada metode yang membuat siswa slow learner semakin mengalami kesulitan dalam belajar.(3) Kegiatan evaluasi dilakukan ketika satu materi bahasan selesai dan dilakukan denga tes tertulis maupun tes lisan. Hasil evaluasi digunakan sebagai acuan kegiatan tidak lanjut yang dilaksanakan di bimbingan khusus oleh Guru Pendamping Khusus (GPK).</p><p dir="ltr">This study intends to unveil how mathematics-learning process in disabilities of slow learners in inclusive class of SMP Negeri 7 Salatiga achieves the learning goals. The data of this study is related to mathematics-learning process in disabilities of slow learners in inclusive class. This study employs qualitative method. The techniques of collecting the data are observation, interview, and documentation. The techniques of analysis vary on collecting the data, reducing the data, presenting the data, drawing conclusions and verification. According to the results of the analysis, it can be concluded that: (1) Mathematics teachers have known about the characteristics of slow-learners in general. There are no differences in the lesson plan (RPP), but the planning still considers the characteristics of slow learners in general. (2) During the learning process, teacher arranges the students by preparing them physically and mentally. The use of model, method, and learning media of regular students is equaled to the slow learners’. In the learning process, there are methods accommodating both regular students and the slow learners. However, there are some methods causing learning problems on slow learners. (3) The evaluation is carried out when a material has already finished, and it is done in written and spoken form. The evaluation results are then used as a reference of follow-up activities conducted with a particular help from guidance-specialized teacher (GPK)</p>
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Wardani, Kartika Dyah, and Rully Charitas Indra Prahmana. "Learning Direct and Inverse Proportion Using Pen and Money for Slow-Leaners." Indonesian Research Journal in Education |IRJE| 5, no. 1 (April 4, 2021): 63–84. http://dx.doi.org/10.22437/irje.v5i1.10302.

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Students who have slow mathematical cognitive abilities or slow learners usually have difficulties understanding an abstract mathematical concept. One alternative learning that can improve the mathematical understanding of slow learners is the Indonesian Realistic Mathematics Education (IRME) approach. Therefore, this research aimed to determine the learning process and the role of IRME to improve the cognitive mathematics ability of slow learners about the concept of direct and inverse proportion. This research used a single subject research method with the study subjects of the 7th-grade slow learners at one private junior high school. The research data were collected in audio and video recordings, photographs, and student worksheets. Data were analyzed by using in and between conditions with the A-B research design. The results showed that the IRME approach improves the mathematical understanding of slow learners in direct and inverse proportion concepts. Lastly, this research can contribute as alternative solutions to answer the gap in effective learning for slow learner students.
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Wanabuliandari, Savitri, Sekar Dwi Ardianti, Gunarhadi Gunarhadi, and Triana Rejekiningsih. "Study Analysis of Confidence Level on Slow Learner Students." International Journal of Elementary Education 5, no. 4 (November 8, 2021): 584. http://dx.doi.org/10.23887/ijee.v5i4.39971.

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Confidence helps to see life from the positive side and helps to find new experiences. This self-confidence has not been well embedded in slow learner students. Slow learner students have low self-confidence. One of the reasons for low self-esteem is discrimination and bullying at school. The purpose of this study was to analyze the level of self-confidence of slow learner students. This study uses a quantitative research approach. The research method used is a survey method. The respondents of this study were slow learner students in grade IV who had gone through psychological tests. The number of slow learner students is five students based on psychological tests. Data collection techniques using observation and questionnaires. This study tested the validity of the data by using the credibility test. Testing the credibility of the data is done through triangulation and using reference materials. This study uses data analysis techniques Miles and Huberman models. Qualitative data analysis was carried out by reducing data, presenting data, and drawing conclusions/verification. The result of the research is that the teacher still does not understand the characteristics of the slow learner students. Slow learners feel that the teacher does not care. Slow learners do not understand the material taught by the teacher. Slow learner students tend to be quiet and look down while studying. The self-confidence analysis shows that all students are slow learners in the category of not being confident.
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Dissertations / Theses on the topic "Slow learners"

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Best, R. E. "Remedial education in transition? : A comparative study of teacher and pupil perspectives on the organisation of remedial education in two comprehensive schools." Thesis, University of East Anglia, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.377700.

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Alenezi, Nouf. "Teachers' and parents' perspectives towards including 'slow learners' in mainstream schools in Kuwait." Thesis, University of Stirling, 2016. http://hdl.handle.net/1893/24053.

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This qualitative research inquiry explores the perspectives of a diverse range of participants, namely head teachers, teachers and mothers, towards inclusion of "slow learners" in two primary mainstream schools in the State of Kuwait. The concept of inclusion, through a review of major issues and limitations in the current practice of inclusion is highlighted by this case study. A multi-method data collection approach, using semi-structured interviews and critical discourse analysis of the policy document for inclusion in Kuwait, has led to identifying what has been done, so far in practice, for inclusion, as well as identifying the potential changes that need to be made. Kuwait is a signatory to the UNESCO Salamanca Statement, set out in 1994, which requires states to move towards systems "enabling schools to serve all children". However, to date, "inclusion" in Kuwaiti mainstream schools is limited to two groups of children: those with Down's Syndrome and those referred to as "slow learners", a term used to describe certain children with low IQ. All other children with special educational needs are educated in segregated settings. This study examines policy and explores participants' perspectives towards the inclusion of children identified as "slow learners" in primary mainstream schools in Kuwait, in order to arrive at insights which might further the policy and practice of supporting inclusion of children with special educational needs. This study found that the dominant conceptual model underpinning policy and practice in Kuwait is the "medical model" of disability, as the current understanding and practice of inclusion, teachers' and mothers' perspectives towards inclusion and articulation of the inclusion policy in Kuwait is informed, conceptualized and affected by this model. This understanding lends itself to practices of integration rather than inclusion, However, "the term 'inclusion' replaced 'integration' and is often contrasted with 'exclusion' " (Topping & Maloney, 2005, p.42). Inclusion means equal access and increasing the participation of students with special needs in mainstream school as promoted by the Salamanca Statement (UNESCO,1994), while integration means limited access and less participation of students with special needs in mainstream school, thus integration is "largely a 'disability' or SEN issue" (Topping & Maloney, 2005, p.42). This study also found that perspectives of inclusion are influenced by the social, cultural and religious context of the country. Finally, this study concludes that in the context of Kuwait, there is a clear effect of the cultural understanding of disability on the way that the current policy of inclusive education is represented. Such cultural influence not only affects the policymakers of the region and the way inclusion is implemented, but also it effects "slow learners" in the light of how disability and inclusion are constructed by the head teachers, teachers and mothers in this study. Such cultural and social values and beliefs of Kuwaiti culture pose obstacles to the existence of inclusion in Kuwait, as promoted by the Salamanca Statement. As a signatory to the Salamanca Statement, this study suggests that in order to adequately accommodate "slow learners" and other students with disability in mainstream schools in Kuwait, policy needs to be reconceptualised.
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Hugo, Martin. "Liv och lärande i gymnasieskolan : En studie om elevers och lärares erfarenheter i en liten grupp på gymnasieskolans individuella program." Doctoral thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, Övrig skolnära forskning, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-682.

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Syftet med studien är att förstå och beskriva sju elevers och tre lärares erfarenheter av skolan under deras treåriga gymnasietid tillsammans. Målet är att kunna utveckla kunskap om hur gymnasieskolan ska kunna möta behovet hos elever som lämnar grundskolan med ofullständiga betyg. Bakgrunden till studien är den snabba förändring som skett i Sveriges utbildningssystem de senaste decennierna. Från att ha varit en urvalsskola går idag mer än 99 procent av varje årskull vidare till gymnasieskolan i Sverige. Det innebär att gymnasieskolan ställts inför en betydligt svårare uppgift med nya elevgrupper och helt andra krav på det pedagogiska arbetet. Eleverna i den här studien lämnade grundskolan med ofullständiga betyg och sökte själva till en liten undervisningsgrupp på gymnasiets individuella program med inriktning mot restaurang och storkök. Det empiriska materialet består främst av forskningsintervjuer och fältanteckningar från deltagande observationer. Forskningen utgår ifrån en livsvärldsansats och en central utgångspunkt är elevernas och lärarnas erfarenheter av skolan. Resultatet visar att eleverna bär på mycket negativa erfarenheter av grundskolan som genererat en negativ inställning till skolarbete. Att få eleverna mer positivt inställda till skolarbete var en förutsättning för att lärande i kärnämnena skulle ske. Två faktorer framträder tydligt som avgörande för att de här ungdomarna upplevt gymnasietiden som meningsfull. Den första är lärares elevsyn och den relation som uppstår i mötet mellan eleven och läraren. Den andra är huruvida eleverna upplever innehållet som meningsfullt. Skolans innehåll blev meningsfullt när eleverna upplevde att lärandesituationer var på riktigt och när de samtidigt kände att innehållet var anpassat till dem, då släppte plötsligt spärrarna för dem.
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Purdy, Gerald Albert. "Impact of independent instruction on the achievement scores of slow learner students." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28456.

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This study compared the effectiveness of independent lesson reviews with teacher-directed lesson reviews using the same content material. Student improvement was measured by improvement of the mean scores of the students, as determined by their performance on teacher-made tests. The students taking part in the study were grade nine vocational students at W.J. Fenton Secondary School in The Peel Board of Education. The students were tested on their ability to recall names of equipment, on their comprehension of a scientific phenomenon and on their ability to apply a mathematical formula to quantify experimental results. The predicted superior performance of the independent study technique was not confirmed. The students in the teacher-directed reviews performed equally well or better than the students using independent study techniques. However, during the study there was overall improvement in the scores of both groups of students indicating that the teaching strategies applied for this study were effective in assisting the students to improve their subject mastery. Based on these findings it was concluded that independent study strategies are not superior to teacher-directed review methods for students who have learning disabilities but they do have some value in instructional situations where independent study methods must be used.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Root, Scott. "Investigating Corrective Instructional Activities for Secondary-Level Students Within Mastery Learning Environments." Thesis, NSUWorks, 2015. https://nsuworks.nova.edu/fse_etd/34.

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This applied dissertation was designed to provide a better understanding of the effectiveness of out-of-class safety net corrective instructional activity practices conducted beyond regular classroom instruction for lower secondary level (9th- and 10th- grade high school) students within mastery learning educational environments. The study was designed to shed light on the impact and implications of these practices on Bloom’s vanishing point (Bloom, 1971) and Arlin’s leveling effect (Arlin & Westbury, 1976). Seven mastery learning structured international schools in geographic proximity, of similar size, and utilizing the same program of study were used in this study. Three of the schools that employed a safety net program were the basis of this study, and the four schools that did not have in place a safety net program were used as a control for this observational research. Normed Measures of Academic Progress (MAP) RIT scores (Northwest Evaluation Association, 2005), grade point averages, and safety net program data were used in a series of case-control tests to determine the effectiveness of out-of-class corrective instructional activity safety net programs for above-average and below-average achieving students. The mean study and control group RIT percentile ranking scores for the students was nearly 1 standard deviation above the averages reported by the Northwest Evaluation Association (2005), so these relative comparisons involved bright students. This large volume of data enabled analysis of the effects of out-of-class safety net activities on school-wide and individual improvement in literature, writing, mathematics, and comprehensive results. Series of conclusive nonparametric analysis were used instead of normal distribution tests because of the out-of-bounds skewed nature of the data. Analysis of the data suggested that safety netting programs benefit all students, irrespective of whether or not students received out-of-class corrective instructional activities. The MAP RIT scores of below- average achieving students were not affected by attending a school with a safety net program but their GPA results improved in all subjects. Arlin’s leveling effect (Arlin & Westbury, 1976) most likely accounted for improvement of MAP RIT scores for above- average students who attended a school with a safety net program but their GPA results were not affected. These contrasting benefits masked the school-wide test results, which suggested that a school district might not realize an overall increase in MAP RIT and GPA results when adopting a safety net program. Students identified in need of safety netting services benefited by having been placed in the program up to twice in any respective course, but a point of diminishing returns was reached when a student fell 3 or more units behind in a course in relation to the progress of the class.
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Urek, Halime. "Control Of A Satellite With Flexible Smart Beam During Slew Maneuver." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613597/index.pdf.

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In this thesis, an attitude control system based on Linear Quadratic Regulator (LQR) technique is developed for a hypothetical Earth observation satellite with a long flexible boom. To improve pointing performance of the satellite, the piezoelectric actuators are used as well. The boom is rectangular made of aluminum with the surface bonded piezoelectric layers on all four surfaces. The boom is modeled using finite elements. The pointing performance of the satellite using various metrics is evaluated through simulations. Effectiveness of the piezoelectric actuators is demonstrated.
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Li, Yu-fen, and 李玉芬. "The effect of slow speech on Chinese EFL learners' listening comprehension." Thesis, 1999. http://ndltd.ncl.edu.tw/handle/63174074035226428359.

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碩士
國立彰化師範大學
英語學系
87
Abstract Owing to the fact that language learners often confront with the overwhelming fast speed in English speech, the present study aims to examine the effect of slow speech on Chinese EFL students' listening comprehension by conducting two phases of experiments: the preliminary study and the main experiment. Forty freshman English majors participated in this study. In the preliminary study, 3 passages of about 300 words were used; each passage was tape-recorded by a female English native speaker at approximate 3.2 syllables per second (s.p.s.) (or 140 w.p.m. (word per minute)), or 2.6 s.p.s. (110 w.p.m.) or 2.1 s.p.s. (90 w.p.m.) respectively. After listening to the text, subjects listened to five comprehension questions, and wrote down their answers, perception of the length, difficulty level of the passages, and sources of difficulty on an answer sheet. The design of the main experiment was slightly modified from the preliminary study. The same 40 subjects were randomly assigned to either the Experimental Group or the Control Group. Another 3 passages of about 300 words were used in this study; each passage was tape-recorded by the same female native speaker at two speaking rates: approximate 3.2 s.p.s (or 140 w.p.m.), and 2.6 s.p.s. (110 w.p.m.). The Control Group listened to tapes in the normal speed (3.1 s.p.s.) while the Experimental Group the slow speed (2.6 s.p.s.). The experiment procedure was identical to the preliminary study. The results showed that the effect of slow speech on listening comprehension was not consistent in the two phases of experiment. The findings of the preliminary study indicated positive effect of slow speech on aural comprehension. However, the results of the main experiment showed no significant effect of slow speech on aural comprehension. Possible explanations to the seemly conflicting results were participants' progress in their listening proficiency and the increase of exposure to the aural target language. As for the effect of subjects' listening proficiency, it was found to be significant in both studies. Besides, there was no significant relationship between speech rate and students' listening proficiency. It was also found that the major sources of difficulty lied in the design of questions and vocabulary in the passages.
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Birch, Kathryn Guy. "Phonological processing, automaticity, auditory processing, and memory in slow learners and children with reading disabilities." 2003. http://wwwlib.umi.com/cr/utexas/fullcit?p3116264.

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Birch, Kathryn Guy 1974. "Phonological processing, automaticity, auditory processing, and memory in slow learners and children with reading disabilities." 2003. http://hdl.handle.net/2152/12000.

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Dias, Andrea Baptista Água. "Características neuropsicológicas de alunos com funcionamento intelectual borderline." Master's thesis, 2016. http://hdl.handle.net/10316/31272.

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Dissertação de mestrado em Temas de Psicologia do Desenvolvimento, apresentada à Faculdade de Psicologia e de Ciências da Educação da Universidade de Coimbra.
Os Slow Learners são alunos com Funcionamento Intelectual Borderline (FIB) que frequentemente se debatem para acompanhar as exigências académicas. O presente estudo teve como objetivo contribuir para aumentar o conhecimento em relação a estes alunos, tendo-se realizado um estudo empírico comparativo e correlacional, com uma amostra constituída por um grupo com FIB, de 40 crianças e adolescentes (7-15 anos), do 2º ao 6º ano, e um grupo de controlo, com QI médio, de 40 alunos, selecionados através de uma metodologia de emparelhamento de pares idênticos. Aplicaram-se os seguintes instrumentos: Escala de Inteligência de Wechsler para Crianças  Terceira Edição; Bateria de Avaliação Neuropsicológica de Coimbra (Lista de Palavras; Memória de Histórias; Figura Complexa de Rey; Memória de Faces; Nomeação Rápida; Fluência Verbal); e Inventário de Identificação de Dificuldades de Aprendizagem (tradução e adaptação portuguesa do "Learning Disabilities Diagnostic Inventory"). Os resultados apontaram para que os Slow Learners têm um défice na memória verbal de curto prazo, na nomeação rápida, na fluência verbal fonémica e na memória visual de curto prazo, especificamente numa tarefa de reconhecimento visual, em comparação com o grupo de controlo. Registou-se, ainda, que os Slow Learners têm dificuldades de aprendizagem generalizadas, nomeadamente no raciocínio, na matemática, escrita e leitura; e algumas destas dificuldades estão associadas, moderadamente, a resultados mais baixos nas notas escolares das disciplinas de Português e Matemática. Conclui-se que os Slow Learners não estão a atingir sucesso académico nas escolas portuguesas, sendo clara a necessidade de desenvolver linhas de atuação científica, legislativa e educativa.
Slow Learners are students with Borderline Intellectual Functioning (BIF) that frequently struggle to keep up academic demands. The purpose of the present study was to contribute to enlarge the knowledge about these students. A cross-sectional, comparison and correlational study was carried out with a sample composed of a group with BIF, of 40 children and adolescents (7-15 years old), in grades two through six; and a control group with average IQ, of 40 students, selected by the method of case matching. The following instruments were used: Portuguese version of third edition of The Wechsler Intelligence Scale for Children; Portuguese Battery of Neuropsychological Assessment of Coimbra (Words List; Narrative Memory; Rey Complex Figure; Face Memory; Rapid Naming; Verbal Fluency); and Portuguese translation and adaptation of the Learning Disabilities Diagnostic Inventory. The results showed deficits in Slow Learners verbal short-term memory, rapid naming, phonemic verbal fluency and visual short-term memory, specifically on a visual recognition task, in comparison to the control group. Also, Slow Learners showed generalized learning disabilities, namely in reasoning, mathematics, writing and reading; and some of these disabilities are associated, moderately, with lower academic scores in the Portuguese and Mathematics school subjects. Thus, Slow Learners are not getting academic success in Portuguese schools, and there is a clear need to develop scientific, legislative and educational actions.
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Books on the topic "Slow learners"

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Collier, Catherine. RTI for diverse learners: More than 200 instructional interventions. Thousand Oaks, Calif: Corwin Press, 2010.

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Collier, Catherine. RTI for diverse learners: More than 200 instructional interventions. Thousand Oaks, Calif: Corwin, 2010.

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Collier, Catherine. RTI for diverse learners: More than 200 instructional interventions. Thousand Oaks, Calif: Corwin, 2010.

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RTI assessment essentials for struggling learners. Thousand Oaks, Calif: Corwin Press, 2009.

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RTI for diverse learners: More than 200 instructional interventions. Thousand Oaks, Calif: Corwin, 2010.

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Pynchon, Thomas. Slow learner: Early stories. London: Picador, 1985.

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Pynchon, Thomas. Slow learner: Early stories. London: Cape, 1985.

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Pynchon, Thomas. Slow learner: Early stories. London: Cape, 1985.

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Pynchon, Thomas. Slow learner: Early stories. Boston: Back Bay Books/Little, Brown, 1985.

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Pynchon, Thomas. Slow learner: Early stories. London: Vintage, 1995.

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Book chapters on the topic "Slow learners"

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Abdollah, Norfarhana, Wan Fatimah Wan Ahmad, and Emelia Akashah Patah Akhir. "Usability Evaluation for ‘Komputer Saya’: Multimedia Courseware for Slow Learners." In Lecture Notes in Computer Science, 104–13. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-25200-6_11.

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Bharadi, Vinayak Ashok, Kaushal K. Prasad, and Yogesh G. Mulye. "Classification of Slow and Fast Learners Using a Deep Learning Model." In Online Learning Systems, 1–11. Boca Raton: CRC Press, 2023. http://dx.doi.org/10.1201/9781003272823-1.

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Joseph, Lumy, and Sajimon Abraham. "Adaptive e-Learning System for Slow Learners Based on Felder-Silverman Learning Style Model." In Communications in Computer and Information Science, 123–35. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-15-0108-1_13.

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Lin, Yuh-Chang, Chia-Ling Hsu, Mu-Hua Lin, Hsiao-Fang Yang, and Chao-Fu Hong. "Using Grounded Theory and Text Mining to Find Interesting Reading Materials for Slow EFL Learners." In Lecture Notes in Computer Science, 77–85. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-21619-0_11.

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Tishman, Shari. "Science Learns to Look." In Slow Looking, 113–24. New York, NY ; Abingdon, Oxon : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315283814-7.

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Meurer, Ulrich. "Pynchon, Thomas: Slow Learner." In Kindlers Literatur Lexikon (KLL), 1–2. Stuttgart: J.B. Metzler, 2020. http://dx.doi.org/10.1007/978-3-476-05728-0_12359-1.

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Elliott, Rogers. "Larry P., PASE, and Social Science in the Courtroom: The Science and Politics of Identifying and Educating Very Slow Learners." In Interactive Assessment, 470–503. New York, NY: Springer New York, 1992. http://dx.doi.org/10.1007/978-1-4612-4392-2_20.

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Mansor, Marzita, Wan Adilah Wan Adnan, and Natrah Abdullah. "Slow Learner Children Profiling for Designing Personalized eBook." In Learning and Collaboration Technologies. Designing and Developing Novel Learning Experiences, 302–11. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-07482-5_29.

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"HEALTH AND SEX EDUCATION." In Slow Learners, 89–93. Routledge, 2005. http://dx.doi.org/10.4324/9780203988541-13.

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"DIAGNOSIS." In Slow Learners, 21–36. Routledge, 2005. http://dx.doi.org/10.4324/9780203988541-9.

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Conference papers on the topic "Slow learners"

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Shah, Devansh P., Nikhil M. Jagtap, Shloka S. Shah, and Anant V. Nimkar. "Spaced Repetition for Slow Learners." In 2020 IEEE Bombay Section Signature Conference (IBSSC). IEEE, 2020. http://dx.doi.org/10.1109/ibssc51096.2020.9332189.

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Firdos, Saba, Md Amanullah, and Osama Abdullah Al Saeed. "Problem Based Learning and Slow Learners." In Annual International Conference on Cognitive and Behavioral Psychology. Global Science & technology Forum ( GSTF ), 2016. http://dx.doi.org/10.5176/2251-1865_cbp16.33.

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G., Ms Veeramala. "Creativity and Slow Learners - An Overview." In International Conference On Contemporary Researches in Engineering, Science, Management & Arts, 2020. Bonfring, 2020. http://dx.doi.org/10.9756/bp2020.1002/57.

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Sintawati, Mukti, Hanum Hanifa Sukma, and Arita Marini. "Mathematics pedagogical knowledge for slow learners teaching." In PROCEEDINGS OF THE 6TH NATIONAL CONFERENCE ON MATHEMATICS AND MATHEMATICS EDUCATION. AIP Publishing, 2022. http://dx.doi.org/10.1063/5.0101283.

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Zulkifli, Nur Rahmah, Nor Azan Mat Zin, and Rosadah Abd Majid. "Theories in Gamification Application Design for Slow Learners." In 2019 International Conference on Electrical Engineering and Informatics (ICEEI). IEEE, 2019. http://dx.doi.org/10.1109/iceei47359.2019.8988884.

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Abdollah, Norfarhana, Wan Fatimah Wan Ahmad, and Emelia Akashah Patah Akhir. "Multimedia courseware for slow learners: A preliminary analysis." In 2010 International Symposium on Information Technology (ITSim 2010). IEEE, 2010. http://dx.doi.org/10.1109/itsim.2010.5561365.

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Goodoory, Kaviraj. "TEACHING STRATEGIES USED BY SECONDARY SCHOOL TEACHERS FOR SLOW LEARNERS." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.2524.

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A, Tamilarasi, Chitra K, Pavithra A.N, Sathya D, and Priyadharshini M.B. "Prediction of Slow Learners Using Naïve Bayesian Rough Set Model." In 2022 International Conference on Computer Communication and Informatics (ICCCI). IEEE, 2022. http://dx.doi.org/10.1109/iccci54379.2022.9740928.

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Abdollah, Norfarhana, Wan Fatimah Wan Ahmad, and Emelia Akashah Patah Akhir. "Multimedia Design and Development in "Komputer Saya' Courseware for Slow Learners." In 2010 Second International Conference on Computer Research and Development. IEEE, 2010. http://dx.doi.org/10.1109/iccrd.2010.44.

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Husain, Balqis, and Saifudin S. Adam. "Implementation of Doodling Technique in Teaching Writing to the Slow Learners." In Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200129.165.

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