Children's vocabulary and friendships: A comparative study between children with and without Specific Learning Disorder and Attention Deficit Hyperactivity Disorder

Kouvava, Sofia; Αντωνοπούλου, Κατερίνα; Ralli, Asimina M.; Kokkinos, Constantinos M.; Maridaki‐Kassotaki, Katerina

doi:10.1002/dys.1709

Cited by 3 publications

References 96 publications

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A quasi-experimental study on the effectiveness of augmented reality technology on english vocabulary learning among early childhood pupils with learning disabilities

Al-khresheh,

Mohamed,

Shaaban

2024

IJTEI

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This study addresses a gap in research by aiming to investigate the efficacy of augmented reality technology on vocabulary development for early EFL childhood pupils diagnosed with learning disabilities—a demographic known for significant learning challenges. A quasi-experimental design involving 30 pupils split into experimental and control groups was employed. The experimental group was taught using AR technology, while the control group received conventional instruction. Over a three-month period, both groups were assessed using a pre and post-test designed to measure vocabulary skills: recognition, recall, guessing, and production. Results revealed that the experimental group, exposed to augmented reality, outperformed the control group in all four vocabulary learning skills. This enhancement can be attributed to augmented reality's ability to engage the pupils' visual, aural, and kinesthetic senses, making learning more immersive and interactive.

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A quasi-experimental study on the effectiveness of augmented reality technology on english vocabulary learning among early childhood pupils with learning disabilities

Al-khresheh,

Mohamed,

Shaaban

2024

IJTEI

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Internalized and Externalized Behaviors in Children and Adolescents With SLD and ADHD

Kamari

Bonti

2023

Advances in Educational Technologies and Instructional Design

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This chapter will attempt to shed light on the emotional and behavioral difficulties faced by children with neurodevelopmental disorders, mainly specific learning disorders (SLD) and ADHD during the developmental trajectory. Approximately, 30% of the diagnosed children suffer from behavioral and emotional problems, such as anxiety or depression, and are at high risk of ADHD, causing an additional burden on their social development and academic performance. The nature per se of SLD creates feelings of worry and concern for both parents and teachers of these children, mainly due to their diverse competencies, and weaknesses, as well.

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Assessment of emotional distress and regulation in specific learning disorder and with its comorbid attention-deficit/hyperactivity disorder

Kosana,

Sagar,

Deepak

et al. 2023

Telangana Journal of Psychiatry

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Background: Specific learning disorder (SLD) and attention-deficit/hyperactivity disorder (ADHD) commonly occur together leading to significant academic underachievement. Individuals with dyslexia not only face behavioral and emotional regulation problems but also psychiatric disorders, including anxiety and depression. Materials and Methods: Sixty adolescents aged 14 years to <18 years were recruited into three groups, namely, SLD-ADHD, SLD, and healthy controls. Sociodemographic and clinical variables were collected using semi-structured pro forma. Psychological distress was assessed using the Depression, Anxiety, and Stress Scale-21 (DASS-21) and Difficulties in Emotion Regulation Scale. Results: The mean age of the study participants was 15.25 ± 1.29 years, 15.10 ± 1.21 years, and 15.60 ± 1.23 years in SLD-ADHD, SLD, and healthy controls, respectively. The male: female ratio was 1.73:1. Developmental delay was significant in SLD-ADHD and SLD when compared to healthy individuals. Statistically significant differences were observed in irregularity at school, academic performance, stress, and lack of clarity of emotions between the three arms. SLD arm recorded significantly lower stress and better clarity of emotions than healthy individuals. Differences recorded were insignificant between the three arms in terms of depression, anxiety, as well as overall difficulties in emotional regulation. Conclusions: Compared to healthy individuals, there was a significant developmental delay, more school irregularities, and poorer academic performance in SLD-ADHD and SLD subjects. Adolescents having both SLD and ADHD experienced significantly higher scores on each of the three components of DASS-21 and a greater lack of clarity of emotions compared to individuals having only SLD suggesting the synergistic effect of these disorders on emotional deregulation.

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Children's vocabulary and friendships: A comparative study between children with and without Specific Learning Disorder and Attention Deficit Hyperactivity Disorder

Cited by 3 publications

References 96 publications

A quasi-experimental study on the effectiveness of augmented reality technology on english vocabulary learning among early childhood pupils with learning disabilities

A quasi-experimental study on the effectiveness of augmented reality technology on english vocabulary learning among early childhood pupils with learning disabilities

Internalized and Externalized Behaviors in Children and Adolescents With SLD and ADHD

Assessment of emotional distress and regulation in specific learning disorder and with its comorbid attention-deficit/hyperactivity disorder

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