Specific learning disability

McDowell, Michael

doi:10.1111/jpc.14168

Cited by 25 publications

(25 citation statements)

References 39 publications

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“…Since 1980 a lot of studies have shown interest in the primary "signs" or indications of learning difficulties from the early years (McDonald, 2018). More specifically, it has become generally accepted, through the years, that two are the main areas of early development in which signs of subsequent learning difficulties can be detected.…”

Section: Introductionmentioning

confidence: 99%

Low Auditory-Verbal Cognitive Profile: Α “Risk Factor” for Specific Learning Difficulties in Preschool Children in Greece

Bonti¹,

Sofologi²,

Efstratopoulou³

et al. 2021

PSYCH

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Preschool-age children with a low auditory-verbal cognitive profile may be predisposed to develop subsequent learning difficulties. This study, through the use of early diagnostic procedures and a special intervention program, attempts to "balance" these discrepancies. More specifically, aim of the present study is to implement an intervention programme in children being "at risk" for learning difficulties. For the purpose of the present study, the DTLA-2 test was used to assess 420 preschool children aged between 6.0 and 6.4 years. During pretesting, the 420 children were divided into 4 groups according to their cognitive profiles based on the DTLA-2 test assessment. Of the total sample, 40 children according to their low performances in all cognitive verbal and non-verbal sub-tests of DTLA-2 were selected for the final construction of the experimental group (11 boys and 9 girls) and its control group (10 boys and 10 girls). The intervention procedure lasted 3 months and the children attended approximately 20 sessions (20-25 minutes each), either individually or in a small group of two or three children. In the three-month follow-up (post-test), a better balance in their cognitive profile was achieved compared to the control group. In a one year follow-up, similar results were detected.

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Section: Introductionmentioning

confidence: 99%

Low Auditory-Verbal Cognitive Profile: Α “Risk Factor” for Specific Learning Difficulties in Preschool Children in Greece

Bonti¹,

Sofologi²,

Efstratopoulou³

et al. 2021

PSYCH

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“…Öğrenme güçlüğünün nedensel etkenleri incelendiğinde, anksiyete, depresyon, sosyal ve ekonomik yoksunlukların önemi sıkça vurgulanmakla birlikte, genetik aktarımların daha etkili olduğu şeklinde genel bir yaklaşımın hâkim olduğu görülmektedir (Salman ve ark. 2016, McDowell 2018. Öğrenme güçlüğü yaşayan çocuklar sayı, renk, ses, mekân ve zaman gibi kavramların öğrenilmesinde ve ayırt edilmesinde sıklıkla zorluk çekmektedirler (Volden 2013, Deniz ve ark.…”

Section: öğRenme Güçlüğü Ve Oyun Terapisiunclassified

Okul Öncesi Dönemde Sık Görülen Psikolojik ve Gelişimsel Bozukluklarda Oyun Terapisi Uygulamaları

Genç¹,

TOLAN²

2021

Psikiyatride Güncel Yaklaşımlar

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Okul öncesi dönem, çocukların gelişen bilişsel, sosyal, fiziksel ve duygusal becerileri sayesinde çevreyi tanımaya başladıkları ve temel yaşamsal beceriler kazandıkları bir dönemdir. Çocuğun kendini tanımaya ve çevreyi kontrol etmeye çalıştığı bu dönemde zaman zaman psikopatolojik sonuçlar ortaya çıkabilmektedir. Bu dönemde yaşanan problemlerin tedavi aşamalarına, çocuğun en önemli uğraşı olan oyunun eklenmesiyle oyun terapilerinin giderek yaygınlık kazanmaya başladığı görülmektedir. Oyun terapileri, çocukların psiko-sosyal problemlerinin oyunun iyileştirici gücü kullanılarak tedavi edildiği bir terapi yöntemi olarak tanımlanmaktadır. Bebek, çocuk, ergen gibi farklı yaş gruplarında uygulanabilen oyun terapilerinin en sık tercih edildiği yaş grubu 3-12 yaş aralığıdır. İçinde bulunulan gelişim dönemleri dikkate alınarak hazırlanan oyun terapisi teknikleriyle, çocukların problem çözme becerilerinin geliştirilmesi ve psikolojik iyilik hallerine ulaşmaları amaçlanmaktadır. Oyun terapileri, birçok psikolojik bozukluğun tedavisinde kullanılmaktadır. Mevcut derleme makalesinde okul öncesi dönemde sık görülen depresyon, dikkat eksikliği hiperaktivite bozukluğu, çocukluk çağı travmaları, kaygı bozuklukları, davranış bozuklukları, otizm ve öğrenme güçlüğü gibi bozukluklar üzerinde oyun terapisinin etkililiği değerlendirilmiş, başta davranış bozuklukları ve depresyon olmak üzere incelenen bütün bozuklukların tedavisinde etkili olduğu sonucuna ulaşılmıştır.

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“…One of the part of students who need special educational services is students with specific learning disabilities (SLD). As we know that student with SLD have deficits in the basic psychological processes in SLD with sub-type of dysgraphia, dyslexia and dyscalculia (M. McDowell., 2018).…”

Section: Introductionmentioning

confidence: 99%

“…McDowell., 2018). It will interfere with learning and academic function and these deficits can also lead to emotional and/or behavior problems (Benson, N., & Newman, I, 2010;Backenson., EM Holland., SC, Kubas., HA, Fitzer., KR, Wilcox., G, Carmichael., JA, Fraccaro., RL, Smith., AD, Macoun., SJ, Harrison., GL, Hale., JB, 2015;McDowell., M, 2018). Therefore, it is necessary to identify in advance whether these children can be classified as SLD or not then the right intervention would be provided to achieve the learning targets expected by the school (Fuchs., D, 2012;Reeder., S, 2014;Soares., N, T.…”

Section: Introductionmentioning

confidence: 99%

The Identification of Students with Specific Learning Disability (SLD) in Subtype of Math Skill Through Response to Intervention Model

Bagaskorowati¹,

Mulyeni²,

Nara³

2020

Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019)

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Until this time not many schools in Indonesia having a standardize model in terms of identification, assessment and comprehensive way to serve children especially students with specific learning disability (SLD) at elementary level. The purpose of this research is to identify the students with SLD especially students with math disabilities through response to intervention (RtI) model. The research was conduct in one of elementary school in West Java Province with 74 student with elementary level grade 1 -3. The method of used is quasi-experimental with non-equivalent control group. Using multilevel intervention program on RtI model was found several students as at-risk students after following six weeks of primary intervention and they were moved onto following secondary intervention. Differentiated of learning instruction such as multiple instructional, heuristic and visual representation strategies are used to accommodate what of students need and maximizing during intervention program on math operations and math word problems. The students who still have not demonstrated progress in nine weeks of secondary intervention are classified as students with SLD in sub-type of math skill such as math operations and math word problems. These students are needed with individualize intervention programs with one-on-one setting to achieved their academic performance as targeted school program.

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Specific learning disability

Cited by 25 publications

References 39 publications

Low Auditory-Verbal Cognitive Profile: Α “Risk Factor” for Specific Learning Difficulties in Preschool Children in Greece

Low Auditory-Verbal Cognitive Profile: Α “Risk Factor” for Specific Learning Difficulties in Preschool Children in Greece

Okul Öncesi Dönemde Sık Görülen Psikolojik ve Gelişimsel Bozukluklarda Oyun Terapisi Uygulamaları

The Identification of Students with Specific Learning Disability (SLD) in Subtype of Math Skill Through Response to Intervention Model

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