Dyslexia in the United Arab Emirates University – A Study of Prevalence in English and Arabic

Aboudan, Rima; Eapen, Valsamma; Bayshak, Maryam; Al-Mansouri, Mouza; Al-Shamsi, Marwa

doi:10.5539/ijel.v1n2p64

Cited by 14 publications

(10 citation statements)

References 12 publications

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“…Difficulties do not confine themselves only among the young and adults who choose lower levels of education. Quite a surprising research result was reported from The United Arab Emirates where dyslexia was discovered in almost one fifth of female stu-dents in one university (Aboudan, Eapen, Bayshak, Al-Mansouri & Al-Shamsi, 2011).…”

Section: Resultsmentioning

confidence: 99%

Secondary Education Students with Reading Disability - Findings from Two Remedial Training Experiments

Vanninen

Määttä

2015

Studies for the Learning Society

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Dyslexia can have determining effects on a person's learning identity, educational choices, and life in general. This is the first scientific report focusing on the remedial training prospects for adults with dyslexia. The main purpose of the research was to provide new information about reading disability in adults and to determine the usefulness of remedial training for dyslexia in Finland. In this research, the remedial effect of training material that was created to improve the reading performance of upper secondary education students was analyzed through two different remedial experiments. The results were analyzed through statistical analysis and students' own experiences. In addition, the functionality of the diagnostic method for dyslexia and reading disability in students were studied. The sample (n = 98) comprised students from two Finnish education institutes who participated in two remedial training experiments. The reading of the test group (n = 6) and the control group (n = 3) selected from the sample were studied for one study year. The test group was given 20 hours of remedial training for dyslexia while the control group was not. The research group (n = 37) in which the diagnostic method was tested comprised of students from two Finnish vocational schools. The research results showed positive development in students' reading during the remedial training period. Statistically significant decrease in the total number of reading errors and significant increase in reading speed were found. According to the results, the cerebral hemisphere-oriented tasks in the training material stimulated the weaker cerebral hemisphere, as expected. The training material for students with L-type dyslexia had a more positive effect than the one designed for students with P-type dyslexia.

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Section: Resultsmentioning

confidence: 99%

Secondary Education Students with Reading Disability - Findings from Two Remedial Training Experiments

Vanninen

Määttä

2015

Studies for the Learning Society

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“…We concede that our sample of participants was not large, totalling 136 teachers. Alternatively, the non‐significant results for educational level and experience may reflect the reality that the Arab world still does not widely recognize DD, making academic and educational study of this condition extremely rare (Aboudan et al, 2011). We recommend that researchers attempt to replicate the results of the current study with a larger sample of Saudi public primary school teachers.…”

Section: Discussionmentioning

confidence: 99%

Saudi public primary school teachers' knowledge and beliefs about developmental dyslexia

Abed

Shackelford

2021

Dyslexia

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This exploratory research investigates knowledge and beliefs about developmental dyslexia (DD) among public primary school teachers in Saudi Arabia. We explored links between several teacher‐related socio‐demographic variables (e.g., gender, teaching experience, self‐evaluation of teaching children with DD) and knowledge and beliefs about DD. Saudi public primary school teachers (n = 136) completed an online survey that included the knowledge and beliefs about developmental dyslexia scale (KBDDS). The results indicated that KBDDS scores were significantly associated with teaching experience, DD training, and self‐evaluation of teaching children with DD. We address limitations of the current research, note directions for future research, and discuss implications of these results for teacher training and professional development, with special attention to Saudi public primary education.

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“…In fact, errors were important sources of information for researchers wishing to uncover the mysteries of the language learning process and for teachers to inform their teaching as well (Corder, 1981). While dyslexia and related reading difficulties are often associated with poor long-term academic achievement, there is good evidence that early recognition together with an individualized instruction such as increasing phonological awareness can change the course to the better long-term effect on academic achievement (Aboudan, Eapen, Bayshak, Al-Mansouri, & Al-Shamsi, 2011). The teacher can use the learners' errors as feedback on the development of the students' language competence.…”

Section: Future Directionsmentioning

confidence: 99%

The Initial Blueprint of Errors Similar to the Phenomenon of Deep Dyslexia: As Reflected By Children With Dyslexia During Reading Hindi Words

Basu¹,

Puri²

2018

JASRAE

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This paper reports on the classification of Hindi (language) words with respect to deep dyslexia phenomena as found during a linguistic investigation of specific errors as shown by children with dyslexia (CWD) during reading. The analysis is based on the data collected throughout an academic year from a total of forty-six children identified as dyslexic, having Hindi as a mother tongue or first language, and studying in class second to fifth. The findings are organised under four themes; first is similar meaning and the same language, second is similar meaning but different language, third is different orthography and different meaning but share a relationship, and fourth is different words but have some resemblance in orthography but differ in "matraa". One another possibility was also considered as fifth theme i.e. incoherent, but no details came under this out of the data collected. It was found that despite differences in the linguistic contexts of English and Hindi, deep dyslexia crosses language boundaries. The derived considerations are discussed which will perhaps work as a foundation, provide some reflections for further research, and hope to convey comprehension to some extent of how deep dyslexia reflects in words of Hindi language.

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Dyslexia in the United Arab Emirates University – A Study of Prevalence in English and Arabic

Cited by 14 publications

References 12 publications

Secondary Education Students with Reading Disability - Findings from Two Remedial Training Experiments

Secondary Education Students with Reading Disability - Findings from Two Remedial Training Experiments

Saudi public primary school teachers' knowledge and beliefs about developmental dyslexia

The Initial Blueprint of Errors Similar to the Phenomenon of Deep Dyslexia: As Reflected By Children With Dyslexia During Reading Hindi Words

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