Enduring Difficulties: The Challenges of Mothers in Raising Children with Dyslexia

Alias, Noor Amiera; Dahlan, Akehsan

doi:10.1016/j.sbspro.2015.08.213

Cited by 16 publications

(7 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In the second axis the subjects were questioned about the emotions caused by the syndrome of dyslexia. The mother seemed to have fully accepted her child's situation and her aim was now to encourage and support her child (Alias & Dahlan, 2015). Dyslexia, according to the student herself, has played a significant role in her psychological and emotional balance, because she realized -with the help she received from a psychologist -that dyslexia should not be a barrier in her emotional and educational development.…”

Section: The Second Axismentioning

confidence: 99%

The Application of Differentiated Instruction to a High School Student With Dyslexia in the German Language A Case Study

Zafiri¹,

Vakalopoulou²,

Pliogou³

2019

IJLD

View full text Add to dashboard Cite

In recent years, dyslexia has become an important issue in the field of foreign language teaching and learning. In this research we will explore dyslexia in connection to teaching and learning a foreign language. More particularly, in this research, we will be probing into the teaching of German as a foreign language. The purpose of this research is to investigate the effectiveness of the application of Differential Instruction, the application of the Grammar –Translation Method, the Audio-Visual Method, the Communicative Approach to language teaching as well as the Multisensory Method to a Greek student with dyslexia. The girl is in the first year of junior high school and is being taught German as a foreign language at school. The research method, which was applied, focused on qualitative research through the use of semi - structured interviews. This research is also a case study. Action research was conducted, for the needs of this small-scale research, through ten differentiated instruction lessons which were taught to a student with dyslexia. The student and her mother were the major sources of data collection. More particularly, the semi - structured interviews were conducted before and after the implementation of differentiated instruction with the student and her mother. We initially attempted to collect information through semi-structured interviews, on the student's family profile, and after conducting the ten lessons, we tried to verify the effectiveness of the approaches and methods which were applied. The results of this research showed that the effectiveness of differentiated instruction was immense as the student’s performance improved in the foreign language.

show abstract

Section: The Second Axismentioning

confidence: 99%

The Application of Differentiated Instruction to a High School Student With Dyslexia in the German Language A Case Study

Zafiri¹,

Vakalopoulou²,

Pliogou³

2019

IJLD

View full text Add to dashboard Cite

show abstract

“…Differently, Alias & Dahlan (2015) considered dyslexia to be a subtype of Specific Learning Disability (SLD) that is characterised by difficulties in recognising words accurately, spelling, reading, writings and decoding abilities, which affects both children and adults (Skiada, Soroniati, Gardeli, & Zissis, 2014).…”

Section: Definition Of Dyslexiamentioning

confidence: 99%

“…Thus, parents need to be made aware of their children conditions as early as possible so that appropriate intervention could be taken, for the wellbeing of both parties. According to Alias & Dahlan (2015), parents that are aware of dyslexia experience two significant challenges in raising a dyslexic child, namely; "Difficult yet enduring" and "Self-perseverance". Each of the challenges consists of sub-challenges that parents usually faced in dealing with dyslexic children.…”

Section: Parents Challenges and Treatmentsmentioning

confidence: 99%

Dyslexic Children: The Need for Parents Awareness

Rauf¹,

Ismail²,

Balakrishnan³

et al. 2018

JEHD

View full text Add to dashboard Cite

Dyslexia is a life-term disability which can affect both children and adults. Studies show that dyslexic children face many difficulties in their educational interactions and social surroundings. Also, they suffer from frustrations and low self-esteem because of the lack of achievements, particularly in academics, which may affect their long-term life opportunities. Parents" awareness about dyslexia and its impact on their children is imperative in ensuring sustainable development of the children. Thus, parents need to be made aware of their children conditions as early as possible so that appropriate intervention could be taken, for the wellbeing of both parties. In this paper, we examined the awareness level of parents with dyslexic children, in Malaysian context. The results indicate the need to promote parents awareness and to provide a support system in dealing with children with dyslexia.

show abstract

“…It requires learning styles that promote a higher degree of visual, auditory, and kinesthetics sensory. Also, dyslexics students in rural and remote regions are reported to have limited access to educational resources and services (Ahmad &Mutalib, 2015;Alias & Dahlan, 2015). In a traditional classroom context, dyslexics students across different needs and difficulties rely heavily on a teacher (Hoien& Lundberg, 2000) and limitation of the student-to-teacher ratio makes attention to an individual student more challenging (Ministry of Education, 2018).…”

Section: Introductionmentioning

confidence: 99%

Evaluation of Disleksia Belajar Mobile App for Assisting Dyslexic Junior School Students to Learn the Malay Language

et.al¹

2021

TURCOMAT

View full text Add to dashboard Cite

Mobile apps are fast emerging as assistive learning platforms for pre-schoolers, as well as junior school students. In fact, not just the parents but also the junior-level teachers encourage children to use mobile learning apps due to its many benefits such as interactive, enjoyable and informal, etc. Needless to say, the advent of mobile apps must also equitable for students with learning difficulties to take advantage of the same learning opportunities as other students. Students with learning difficulties suffer from disabilities in language, information processing, etc. that prevent them from performing their academic tasks in the same manner as other students. It is crucial to realize the development of mobile learning apps for students with learning difficulties requires inclusive designs that make the apps usable for them. The paper presents an evaluation of a mobile appDisleksia Belajar, which developed for students with dyslexia in junior school to learn the Malay language. Dyslexia is a common learning difficulty that causes problems with language processing e.g. reading and writing. The evaluation is performed using SUS and Fun ToolKit (v3) techniques, which intend to explore the usability and engagement of the mobile app. There is a total of 12 students with dyslexia aged 7 to 12 years old recruited as the participants. The findings contribute towards understanding and improvement for the future development of mobile learning apps for students that having similar difficulty.

show abstract

Enduring Difficulties: The Challenges of Mothers in Raising Children with Dyslexia

Cited by 16 publications

References 17 publications

The Application of Differentiated Instruction to a High School Student With Dyslexia in the German Language A Case Study

The Application of Differentiated Instruction to a High School Student With Dyslexia in the German Language A Case Study

Dyslexic Children: The Need for Parents Awareness

Evaluation of Disleksia Belajar Mobile App for Assisting Dyslexic Junior School Students to Learn the Malay Language

Contact Info

Product

Resources

About