Difficulties in the fields of learning are among the most modern special educational fields and the fastest developing because of the extra concern from the parents and those concerned with children who show learning disorders, which cannot be explained by mental, physical or working disorders. Learning metacognition has short term benefits in the field of learning and teaching as it gives the individual the ability to connect between their learning successes to themselves. It increases their confidence with their ability and creates opportunities for them to use the lessons for the skills development, performance and assistance in transferring skills to others during work. The present study attempts to figure out the effectiveness of Metacognitive Strategies to further enhance students' reading skills. This empirical study shows significant results which further strengthen the proposed claims of such strategies which can be widely used to meet the learners' needs in a formal educational set up.
Ulcerative colitis (UC) is a chronic disease characterized by the inflammation and ulceration of the colon mucosa. The present case report of pancytopenia associated with sulfasalazine treatment substantiates a few other published reports and further our knowledge of sulfasalazine tolerability. We report a case of sulfasalazine-induced pancytopenia indicative of bone marrow suppression in an 18 years old Saudi girl with UC. After two months of treatment with azathioprine, sulfasalazine and prednisolone, her hematological indicators declined to a greater extent. Initially, all medications except sulfasalazine were stopped but hematology did not improve so that sulfasalazine was also discontinued, but prednisolone was used for the next 30 days. Hematological indicators of the patient were improved and sulfasalazine was restarted at a dose of 500 mg t.i.d. However, within a month, hematological indicators declined drastically, which led to discontinuation of sulfasalazine re-treatment. The case of sulfasalazine-induced pancytopenia presented herein is suggestive of bone marrow suppression keeping in view the previous reports of UC patients regarding the development of sulfasalazine-induced bone marrow suppression and associated pancytopenia.
Various research studies have found that DI flashcards is a highly effective intervention technique when academic skills deficits are found in the students with disabilities. This study aims to evaluate the effects of a flashcard system in dealing with reading and writing problems with 40 5th grade female students with learning disorders. Students with learning disorders experience academic problems, which is preceded by signs such as distorted language or a delay in picking up a language etc. It means that the problems are natural, neurological and behavioural at times. The school identified for the present study was located in an urban school district in the Northern Border areas of Saudi Arabia. A specific textbook My beautiful language by Lughati Al Jamila for 5th grade elementary pupils was chosen as a tool for the study, based on the students’ pre-test scores. The effects of the flashcard procedure were assessed across sets of problems. The post study data reveals that all participants improved their mastery of reading and writing skills. The flash card procedure was inexpensive and easily implemented in a resource room setting.
The last four decades have observed a renewed research interest in the area of error analysis. It has been the focus of attention, and subject of debate, among scholars particularly those of second-language acquisition. Scholars in this area of study hold the unanimous view that errors are an integral and unavoidable feature of second-language acquisition. The purpose of the present paper is to analyze and classify the persistent errors committed by Saudi Arabian students at Northern Border University, Rafha while composing a variety of written texts in English. In the investigation, an effort has been made to uncover the causes and sources of various errors of usage at different linguistic levels, viz.-a-viz., grammar, morphology, syntax, lexico-semantics, spelling etc. The study aims at investigating the frequency of production of these errors of usage, expressing the findings as percentage, mean and standard deviation, across the different levels of learning (levels 1 to 4). The entire population of the study consisted of 106 English students from the first two levels under investigation, registered in the first and second semesters of the 2016-2017. All of the students under investigation were male and had a homogenous pre-university and university background. Upon a cursory look at the data in terms of percentage, the subjects have been found to produce the highest number of errors in the subcategory “articles”, and a smaller number of errors in the subcategory ‘present progressive instead of past’. In the major linguistic category ‘morphological errors’, the learners have been found to produce the highest percentage of errors. In another major linguistic category of errors, ‘syntactic errors’, the subcategory ‘noun + adjective instead of adjective + noun’ received the highest number of errors, whereas the subcategory ‘overuse of conjunction ‘and’’ has been found to receive the least number of errors.
The present research aimed at recognizing the effect of Programmed Education (PE, hereafter) in developing writing skills for children of learning difficulties in primary education in Saudi Arabia. This empirical study is a case study of primary level students from the learning difficulties centers in KSA. The study sample is chosen randomly consisting of two groups: controlled (50 students), and experimental (50 students), wherein the study instruments have been applied after checking its validity and reliability. The results of the study shows that there is a difference of statistical significance at (α = 0.05) between the controlled and experimental groups related to the effect of programmed education in developing writing skills of children with learning difficulties in primary education in the Northern Border area of the Kingdom of Saudi Arabia.
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