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Relevant bibliographies by topics / Slow learning children – Mauritius

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Academic literature on the topic 'Slow learning children – Mauritius'

Author: Grafiati

Published: 4 June 2021

Last updated: 14 February 2022

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Journal articles on the topic "Slow learning children – Mauritius"

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Bateman, Barbara. "TEACHING WORD RECOGNITION TO SLOW-LEARNING CHILDREN." Reading & Writing Quarterly 7, no. 1 (1991): 1–16. http://dx.doi.org/10.1080/0748763910070102.

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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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Hartini, Ayu, Dessy Widyaningtyas, and Mai Istiqomatul Mashluhah. "LEARNING STRATEGIES FOR SLOW LEARNERS USING THE PROJECT BASED LEARNING MODEL IN PRIMARY SCHOOL." JPI (Jurnal Pendidikan Inklusi) 1, no. 1 (April 24, 2017): 29. http://dx.doi.org/10.26740/inklusi.v1n1.p29-39.

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Children with slow learning problem or a slow learner are those who have low learning achievement or slightly below average of children in general. Today, the children slowly learn many encountered not only in school inclusion, but in regular schools too. Teachers who do not have adequate experience will find it difficult to deal with in the classroom. So the goal of this research is to find appropriate learning strategies for slow learners in elementary school.

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vogt, paul, and andrew d. m. smith. "learning colour words is slow: a cross-situational learning account." Behavioral and Brain Sciences 28, no. 4 (August 2005): 509–10. http://dx.doi.org/10.1017/s0140525x0544008x.

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research into child language reveals that it takes a long time for children to learn the correct mapping of colour words. steels & belpaeme's (s&b's) guessing game, however, models fast learning of words. we discuss computational studies based on cross-situational learning, which yield results that are more consistent with the empirical child language data than those obtained by s&b.

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Mansor, Marzita, Wan Adilah Wan Adnan, and Natrah Abdullah. "Personalized Reading: Developing User-Describing Profile for Slow Learner Children." International Journal of Interactive Mobile Technologies (iJIM) 13, no. 07 (July 11, 2019): 103. http://dx.doi.org/10.3991/ijim.v13i07.10775.

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<p><span style="font-size: medium;"><span style="font-family: Times New Roman;">Personalization is a good supplement for learning process. It has been claimed that personalization has a huge potential of providing solution to facilitate the learning path based on children ability and preferences. Diverse research on personalized learning for children have been conducted which, are commonly concerns on the development and implementation of personalized learning products and services. However these researches have little emphasized in exploring slow learner personalized learning process particularly on their reading ability. With that, this paper aims to highlight two key important processes of personalization for slow learner children which are construction of user profile and scenario. The scope of this study is on personalization of reading for slow learner children. There were 13 slow learner children with reading difficulties from primary school participated in this study. The key findings from this study are the construction of user profile and scenario that represent the personalization for reading. These user profile and scenario construction then provide guidelines for the development of personalized interface design for slow learner reading application. </span></span></p><p><strong> </strong></p><p> </p>

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Jannah, Shoikhatul, Suryanto, and Niken Titi Pratitis. "Teacher’s Strategy in Improving Slow Learners’ Competence on Distance Learning at SMP Negeri 3 Krian Sidoarjo." JournEEL (Journal of English Education and Literature) 3, no. 1 (June 1, 2021): 45–54. http://dx.doi.org/10.51836/journeel.v3i1.190.

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This study was conducted to describe the application of learning methods and media for slow learner children in order to improve the quality of slow learner children's learning during distance learning (PJJ). This research used qualitative research. Data collection techniques were observation, interviews and documentation studies. Data analysis techniques included data collection, data reduction, data presentation, drawing conclusions and verification. Based on the results of the analysis, the following results were obtained: (1) The subject teacher in making a learning plan did not differentiate between the slow learner and the regular child, but still paid attention to the characteristics of the slow learner. (2) in implementing the distance learning process remained the same as for normal children. Models, methods, learning media were the same, namely by using online media with the same time duration as normal children, but for slow learners there is an additional 2 hours of learning time for every two weeks through face-to-face learning activities ( Offline) and accompanied by a Special Assistance Teacher were carried out in schools with due observance of health protocols, (3) Evaluation of the slow learners (slow learner) was still carried out by subject teachers, the results of which were a reference for the follow-up activities of Special Assistance Teachers to provide guidance

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STOKES, STEPHANIE F., SOPHIE KERN, and CHRISTOPHE DOS SANTOS. "Extended Statistical Learning as an account for slow vocabulary growth*." Journal of Child Language 39, no. 1 (May 24, 2011): 105–29. http://dx.doi.org/10.1017/s0305000911000031.

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ABSTRACTStokes (2010) compared the lexicons of English-speaking late talkers (LT) with those of their typically developing (TD) peers on neighborhood density (ND) and word frequency (WF) characteristics and suggested that LTs employed learning strategies that differed from those of their TD peers. This research sought to explore the cross-linguistic validity of this conclusion. The lexicons (production, not recognition) of 208 French-speaking two-year-old children were coded for ND and WF. Regression revealed that ND and WF together predicted 62% of the variance in vocabulary size, with ND and WF uniquely accounting for 53% and 9% of that variance respectively. Epiphenomenal findings were ruled out by comparison of simulated data sets with the actual data. A generalized Mann–Whitney test showed that children with small vocabularies had significantly higher ND values and significantly lower WF values than children with large vocabularies. An extended statistical learning theory is proposed to account for the findings.

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Nurul Husna M, Wan Fatimah WA, Ahmad Sobri H, and Manisah MA. "PROPOSED ROBOTIC-BASED MODEL FOR SLOW LEARNER’S LEARNING." Malaysian Journal of Public Health Medicine 20, Special1 (August 1, 2020): 6–13. http://dx.doi.org/10.37268/mjphm/vol.20/no.special1/art.662.

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Learning is important for the development of children with special needs. Slow learners, which are included in the special-needs category suffer from extreme timidity thus making them unable to actively involved in learning sessions. It is important for them to actively involve in the learning activities as it affects their academic achievement. This study involves two phases of activities which are; Phase 1, identification specification through literature review and expert interview, and Phase 2, model development. From the specification identification phase, suitable elements and components are identified, gathered, analysed and organised to prepare a comprehensive model. Therefore, a robotic-based model for slow learners’ learning is proposed. The model consists of the elements and the components that emphasize interactive student-centred learning. The model is derived from Care-Receiving Robot, Social Development Theory and Triple-D Model which consists of the teacher (More Knowledgable Other), the student, the robot (Care-Receiving Robot), learning by teaching to invoke student-centred learning, and evaluation (Triple-D Model).

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Wulandari, Suci, and Susanti Prasetyaningrum. "Media Stamp Game untuk Meningkatkan Kemampuan Berhitung Anak Slow Learner di Sekolah Dasar." Psympathic : Jurnal Ilmiah Psikologi 5, no. 2 (December 31, 2018): 131–48. http://dx.doi.org/10.15575/psy.v5i2.2977.

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Slow learner children may find it hard to learn abstract and symbolic concepts, which could lead to difficulties in math learning, such as sum. The stamp game is a learning media with a concept to teach count operation (sum) with concrete form that is easy to use by children with simple steps and used repeatedly to reinforce the concepts. Thus, it may improve math ability in slow learner children. The purpose of this study is to improve the ability of counting operations (sum) in elementary school students who are slow learner by using the stamp game. This study used single case experimental design. The participants were three slow learner children selected using purposive sampling technique. The results of the research show that the stamp game can improve counting (sum) ability in elementary school students who are a slow learner.

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Appavoo, Perienen. "Explaining the Low Primary School Performance in the Rural District of Black River, Mauritius: A Teacher’s Perspective." Journal of Education and Research 4, no. 2 (August 20, 2015): 39–53. http://dx.doi.org/10.3126/jer.v4i2.12388.

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Pass rates at the end of primary schooling for the rural district of Black River are alarming as they have remained at a low level over many years. This research seeks to explain the situation from a teacher’s perspective and to unveil the causes which persistently hamper student progress. Statistics show that children in Black River are on a par with their counterparts in other rural and urban areas in respect to access to school facilities, qualified teachers, and provision of pedagogical materials and learning tools. This study shows that students’ motivation, follow-up of learning at home and parents’ involvement in children’s studies are at an unacceptable level and require urgent consideration. The last two determinants were found to be positively related but the correlation coefficient is not very high (r = 0.518). Analysis also points to the low and inadequate level of pre-primary education of children when they enter primary schools, and to the difficulties of teachers in educating children with social problems. One seminal finding of this research study is that, without sustained parent/community support and encouragement, learning performance in the Black River region is unlikely to be improved. This finding is in agreement with the results of many studies reported previously in the literature. Respondents made some valuable suggestions for remedying the situation, the most important one being the need to implement community-based strategies to encourage parents and the surrounding community to support the education of children.

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Dissertations / Theses on the topic "Slow learning children – Mauritius"

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

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

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

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

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

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Li, Ying-ha Daisy. "Stimulating early language in young developmentally delayed children : the effectiveness of a language intervention programme using a parent group training model /." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13671583.

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

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Thesis (B.Sc.)--University of Hong Kong, 2003.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 30, 2003." Includes bibliographical references (p. 28-30) Also available in print.

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

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Thesis (Ph.D.) - University of Glasgow, 1987.
Ph.D. thesis submitted to the Department of Psychology, Faculty of Information and Mathematical Sciences, University of Glasgow, 1987. Includes bibliographical references. Print version also available.

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Midford, Nicole Anne. "Expressive Communication and Socialization Skills of Five-Year Olds with Slow Expressive Language Development." PDXScholar, 1993. https://pdxscholar.library.pdx.edu/open_access_etds/4612.

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Beginning at birth, a child's receptive and expressive language skills are developing in stages. Likewise, the child's socialization skills are progressing in stages. However, it does not seem that communication and socialization are developing independently of each other. Rather, it seems that their development is interrelated.Children learn to speak in a social context, and social situations are necessary for the development of a variety of language structure~ On the same note, in order for those language structures to develop normally, it is necessary for the child to participate in different social situations. Social interactionists have theorized for some time that human language develops out of the social-communicative functions that language serves in human relations. Vygotsky (1962) theorized that language development, social development, and cognitive development all overlap. He stated that a child's social means of thought is language and referred to this as "verbal thought." This verbal thought process serves a major social function. It is through this verbal thought process that children have the ability to be socialized by others and to socialize with others: If, in fact,Expressive language skills and socialization skills do develop together, it would then seem logical that the child who is late to begin talking would also experience initial deficits in the development of socialization Subsequently, it would seem that the late-talking child (L T) who has persistent deficits in language would, in turn, maintain chronic deficits in socialization. Results of a study which set out to investigate the differences between two and three-year old subjects with a history of LT and their normal language peers indicated that subjects with a history of LT are, in fact, at risk for persistent delays in both expressive language and socialization (Paul, Spangle Looney, and Dahm, 1991). The purpose of this study was to compare the language and socialization skills of a group of five-year olds with a history of LT to a group of normal subjects of the same age. If significant differences were found between the two groups in either area, the scores of the subjects with a history of LT at age two would be correlated with their scores at age five to investigate whether a significant relationship existed between their scores at both ages. It was hypothesized that the subjects with a history of LTwould be at risk for longterm delays in both language and socialization. More specifically, the group of subjects with a history of LT, as a whole, would show significant delays in the areas of expressive language and socialization as compared to the normal controls. It was further hypothesized that the subjects with a history of LTs' scores at the age of two would reliably predict their scores at five, given a significant deficit in either area. The Vineland Adaptive Behavior Scales VABS (Sparrow, Balla, & Cicchetti, 1984) was the test instrument used to gather the data at both age levels, five years and two years. Parents of 25 subjects with a history of L T and 25 normal subjects were interviewed by a trained graduate researcher on their child's communication, daily living and socialization skills using the VABS. Results of an ANOVA and Tukey multiple comparisons indicated that the subjects with a history of LT, as a whole, scored significantly lower than the normal subjects in the areas of expressive communication and socialization at age five. Since a proportion of the test items in the socialization domain of the VABS require the child to verbalize, an item analysis between the verbal and the nonverbal test items was performed to determine the influence of the verbal test items on the subjects with a history of LTs' socialization scores. Results of the item-analysis indicated that the subjects with a history of L T's poor performance on the socialization scale was due to their deficits in social skills not their deficits in expressive language. Lastly, a Pearson Product Moment Correlational Test was conducted to investigate the relationship between the subjects with a history of LTs' scores at age two on the communication and the socialization scales and their scores at age five on the same scales. Results indicated that the subjects with a history of LTs' scores on both the socialization scale and the communication scale at age two correlated significantly with their scores on the socialization scale at age five. Therefore, the subjects with a history of LTs' socialization and communication scores at age two are good predictors of their adaptive social skills at the age of five.

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Law, Yu-hang Winifred, and 羅汝珩. "Instructional strategies for children with learning difficulties in the regular secondary classrooms: views ofsecondary school teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958758.

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Books on the topic "Slow learning children – Mauritius"

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

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

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Peter, Lawrence. Is my child stupid?: A parent's guide to the understanding of specific learning disabilities - including dyslexia. Penzance: United Writers, 1988.

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Owen, Elwyn. Canfod yn ein cynefin. Aberystwyth: CanolfanAstudiaethau Addysg, 1994.

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Lawrence, Peter. Understanding child intelligence: A unique guide to children's learning disabilities. London: Robinson, 1989.

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Tai yang cong di bing xian xia sheng qi. [Nanjing shi]: Jiangsu ren min chu ban she, 1989.

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The shut-down learner: Helping your academically discouraged child. Boulder, CO: Sentient Publicatons, 2008.

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Lawrence, Peter. Is my child stupid?: A parent's guide to the understanding of specific learning disabilities - including dyslexia. Penzance: United Writers, 1988.

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Education, Ontario Ministry of. Handbook for teachers of students with learning disabilities. [Toronto, Ont.]: Ministry of Education, 1986.

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The extra lesson: Exercises in movement, drawing and painting to help children who havedifficulties with writing, reading and arithmetic. 4th ed. Stourbridge: Robinswood, 1992.

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Book chapters on the topic "Slow learning children – Mauritius"

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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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Mareschal, Denis, and Sam Blakeman. "Fast and Slow Learning in Human-Like Intelligence." In Human-Like Machine Intelligence, 316–37. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198862536.003.0016.

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In this chapter we review the extent to which rapid one-short learning or fast-mapping exists in human learning. We find that it exists in both children and adults, but that it is almost always accompanied by slow consolidated learning in which new knowledge is integrated with existing knowledge-bases. Rapid learning is also present in a broad range of non-human species, particularly in the context of high reward values. We argue that reward prediction errors guide the extent to which fast or slow learning dominates, and present a Complementary Learning Systems neural network model (CTDL) of cortical/hippocampal learning that uses reward prediction errors to adjudicate between learning in the two systems. Developing human-like artificial intelligence will require implementing multiple learning and inference systems governed by a flexible control system with an equal capacity to that of human control systems.

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Dioso-Lopez, Rozanne. "Slow Education From a Homeschooling Perspective." In Global Perspectives on Home Education in the 21st Century, 49–64. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6681-7.ch004.

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This chapter explores one mother's perspective on homeschooling when there are no time constraints to learning. Home education provides an alternative to this fast-paced lifestyle. It is an antidote to a system that rewards conformity and provides stress to families and children. The home is where slow learning can thrive, thereby encouraging individuality, creativity, and curiosity. By abandoning the rush, families adapt to a natural rhythm for learning. Traditional education systems, mechanistic in their mass distribution design, have transformed learning into time-restricted activities, placing pressure and stress on children and families. Learning is short-term and its purpose is externally motivated. When learning is evaluated solely by quantitative measurements in a specified time period, the impetus for going deeper into a subject is eliminated or a curious interest in a subject is subverted. Mass data cannot be analyzed when individuals are assessed based on inherent qualities of true learning like transference of skills and knowledge, creativity, and curiosity.

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Bjorklund, David F. "Evolutionary Mismatches in the Development of Today’s Children." In How Children Invented Humanity, 220–65. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190066864.003.0007.

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Differences between modern and ancient environments sometimes cause evolutionary mismatches. Many children are following an exceptionally slow life history strategy and as a result are safer and engage in less risky behavior than in the past (safetyism), although many are more psychologically fragile and less resilient. Excessive use of social media is associated with poorer physical and mental health, including increases in depression, anxiety, and loneliness. Today’s adolescents display hyper-individualism that emphasizes personal freedom and achievement. The relative lack of social bonding in individualistic societies is associated with increases in loneliness and mental health problems and can sometimes be exaggerated by social media use. Modern schools represent a mismatch with the environments of our forechildren. Similarly, young children’s exposure to digital media may have detrimental effects on subsequent learning and psychological development. Parents and educators can identify problems associated with evolutionary mismatches and design environments that make the lives of children happier.

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Selikowitz, Mark. "Coordination and clumsiness." In Dyslexia and Other Learning Difficulties. Oxford University Press, 1993. http://dx.doi.org/10.1093/oso/9780192622990.003.0017.

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Rachel is eight years old. She was slow to crawl and walk. She still cannot pedal a tricycle, fasten small buttons, or tie her laces. She is very poor at sports and is often teased by the other children for her awkward running style. She is a messy eater and washes herself and brushes her teeth with great difficulty. Her mother says that she has a poor sense of direction and still confuses right with left. Rachel’s school work is satisfactory. Her writing is untidy, but if she prints slowly it is legible. Rachel has been tested by a psychologist and found to have some visual perception difficulties, but to be of normal intelligence. Her reading, spelling, and arithmetic are in the average range. A paediatrician has examined Rachel and detected no abnormalities that can account for her clumsiness. The term ‘clumsiness’ will be used in this chapter to refer to unexplained, significant difficulties in the coordination of movement in a child of average, or above average, intelligence. This sort of clumsiness is commonly associated with other forms of specific learning difficulty, such as reading difficulty. This does not mean, however, that most children with specific learning difficulty are clumsy. Many are, in fact, well coordinated. But clumsiness is far more common in children with specific learning difficulty than in other children. Clumsiness is more common in boys and quite often runs in families. The word ‘motor’ is used for movement. Gross motor skills involve large groups of muscles responsible for activities such as walking, running, jumping, hopping, and bicycle riding. Fine motor skills involve the hands and fingers, and are concerned with activities such as writing, drawing, using scissors, and tying knots. There are a number of standardized tests of both gross and fine motor proficiency. These may be performed by a physiotherapist, an occupational therapist, or a doctor. Activities must be carefully observed to detect the presence of tremors and other unusual movements. Balance, strength, tone, reflexes, and ability to interpret certain sensations are all assessed. It is essential that rare, serious conditions associated with poor coordination are excluded by a doctor.

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Upitis, Rena. "Creating Music with Technology." In This Too is Music, 171–86. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190884956.003.0011.

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This chapter advances several ideas for using digital technologies to enable children to improvise and compose, while also cautioning that the use of these technologies should not replace the primacy of learning music through the body. The chapter opens with a retrospective examination of the digital tools that were used in a particular school thirty years ago, with an emphasis on the elements that have endured over the ensuing decades. This allows for a broad discussion about the future of digital music tools in creative musicianship. The chapter closes with a discussion of “slow music”—music learning that is approached in a reflective, mindful way, combining old and local ideas with new technologies for recording, listening, performing, and creating.

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Fonseca, Lina. "Entrepreneurship Education With Preservice Teachers." In Global Considerations in Entrepreneurship Education and Training, 162–78. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7675-4.ch010.

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The theme of entrepreneurship has been pointed out a few years ago, by international institutions, as being essential to be integrated into the school, to empower future citizens to become agents of change and improvement of living conditions in their communities. Widely understood as the ability to turn ideas into action, their integration must be done early in school and requires a change in the learning environment. This should focus on the student who has been given an essential and active role in learning. The development of entrepreneurial skills, called soft skills, slow to develop and essential to every citizen, should be done as soon as possible. This chapter aims to disseminate a methodology of entrepreneurial education applied to children from 3 to 12 years old and exemplify with projects developed in kindergarten contexts.

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McAllister, Lesley S. "Establishing a Foundation." In Yoga in the Music Studio, 93–137. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190915001.003.0004.

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Chapter Four explores how early childhood music and movement classes might utilize appropriate yoga postures and breath work for very young children from the ages of three to six, concluding with a sample curriculum for an eight-week summer music course. Building on research on the benefits of music education starting in early childhood, as well as research on the importance of slow, integrated movement for optimal learning and neuromuscular development, this chapter shows how introductory musical concepts may be blended with yoga postures and breath work to enhance attention, motivation, and aural awareness. Some of the proposed poses emphasize crossing the midline, which enhances integration across the two hemispheres of the brain. The postures and breath work may also be used with elementary-age students, so the final section describes how specific techniques might be incorporated in the private lesson, as well.

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Conference papers on the topic "Slow learning children – Mauritius"

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

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