Linking learning theories and learning difficulties

Twomey, Elizabeth

doi:10.1080/19404150609546812

Cited by 8 publications

(6 citation statements)

References 12 publications

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“…The phenomena of reading difficulties can be found in students from all levels of education, however high school students, are the most groups who need help to overcome the reading difficulties (Twomey, 2006). Their reading difficulties can cause many troubles, because the curriculum of secondary school only focuses on mastery the subject, and therefore, reading skills is not taught anymore (Westwood, 2008).…”

Section: Introductionmentioning

confidence: 99%

Reciprocal Teaching with Buddy to Improve Metacognitive Strategies of a High School Student with Reading Comprehension Difficulties

Mustika¹,

Royanto²

2018

Proceedings of the 1st International Conference on Intervention and Applied Psychology (ICIAP 2017)

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Reading is a complicated activity that involves cognitive and metacognitive strategies. Metacognitive strategies can be used to understand a text. Metacognitive strategies can help individuals to regulate their knowledge, manipulate information, and reflect understanding, to capture the meaning of the text. The objective of this research is to examine whether intervention program with reciprocal teaching carried out by a buddy can improve metacognitive strategies used by the student. This research is conducted using single-subject design to a high school student with reading comprehension difficulties. The program consisted of four phases, i.e. preparation, baseline, treatment, and evaluation. During the baseline phase, metacognitive strategies were measured. During the treatment phase, the subject received learning program with reciprocal teaching and buddy reading. His metacognitive strategies were measured afterward. The result showed that there was an improvement in the variety and type of metacognitive strategies used by the subject while reading. This research cannot determine whether the reading difficulties are tackled. However the difficulties to understand are slightly overcome.

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Section: Introductionmentioning

confidence: 99%

Reciprocal Teaching with Buddy to Improve Metacognitive Strategies of a High School Student with Reading Comprehension Difficulties

Mustika¹,

Royanto²

2018

Proceedings of the 1st International Conference on Intervention and Applied Psychology (ICIAP 2017)

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“…In particular, the most common difficulty reported is with reading (van Kraayenoord, 2005;Westwood, 2003) followed by written language and numeracy (van Kraayenoord, 2005;van Kraayenoord & Elkins, 2004). Difficulty in reading can result in poor academic performance at school as mastery of basic reading skills is needed to understand concepts presented in written format (Twomey, 2006). Similarly, children who experience difficulty in written language can struggle to articulate ideas in sentence format, have reduced vocabulary and are liable to make significant errors in spelling, grammar and punctuation (Van Kraayenoord, 2005).…”

Section: Review Of Definitions Of Ldmentioning

confidence: 99%

“…Similarly, children who experience difficulty in written language can struggle to articulate ideas in sentence format, have reduced vocabulary and are liable to make significant errors in spelling, grammar and punctuation (Van Kraayenoord, 2005). Finally, lack of sufficient mathematical skills can result in confusion in basic concepts such as addition, subtraction, multiplication and division (Rhine, 1996;Twomey, 2006). As a result, children with LD often struggle academically at school in a manner that can lead to reduced scholastic attainment and the poor self-esteem and socio-emotional behaviour (Ashman & Elkins, 2002;Treuen, van Kraayenoord, & Gallaher, 2000;Westwood, 2004).…”

Section: Review Of Definitions Of Ldmentioning

confidence: 99%

“…The prevalence of LD cannot be accurately estimated due to the lack of universal consensus on the term and its definition. Accurate estimates of prevalence are also made difficult by the heterogeneity of LD with its variety of characters and abilities across many skill areas (Twomey, 2006).…”

Section: Prevalence and Identification Of Ld In Schoolmentioning

confidence: 99%

“…These estimates are thought to be conservative as many children continue to remain unidentified (Watson & Boman, 2005). An accurate estimate of prevalence is particularly difficult as children with LD form a heterogeneous group with a wide variety of characteristics and abilities in a range of skills (Twomey, 2006).…”

Section: Introductionmentioning

confidence: 99%

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Evaluating auditory function in primary school children with learning difficulties in Australia

Choi

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Children who experience poor academic performance at school have been described as having learning difficulties (LD). These children are thought to show reduced performances in reading, written language and numeracy, and to be inactive and inefficient learners. Hearing is one of several factors thought to influence a child's learning at school with students spending at least 45% of their classroom activities that require listening and 45 to 75% of their time in the classroom comprehending their teachers' and classmates' speech. Hearing impairment can include loss of hearing sensitivity and/or impaired auditory processing (AP). While rates of peripheral hearing loss (PHL) in the Australian primary school-aged population is estimated to be between 3.4% and 12.8%, rates of impaired AP in this population are not available in Australia. Children with PHL and/or impaired AP often show behaviours similar to those reported in children with LD, suggesting that LD and hearing impairment could be related in primary school child populations. The present thesis aimed to investigate LD and hearing impairment in a schoolaged child population in the greater Brisbane region of Queensland, Australia. The thesis considered two main research questions: (1) Do children with LD have higher rates of impaired hearing and/or impaired AP compared with typically developing (TD) children?; and (2) What models might best explain any relationships between LD and hearing impairment? The first study chapter conducted a systematic review where the rate of PHL in the general primary school child population in Australia was considered. A search of five electronic databases yielded three studies that had quantitatively reported the PH results of screening and follow-up assessment of hearing in primary school children in Australia. The review concluded that the overall rate estimate of PHL in the primary school child population in Australia was between 3.4% and xii Financial Support

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Twice or Thrice? Identification Issues and Possibilities Related to Students with Exceptionalities in Australian Schools

Haines

Thraves²,

Cornish³

2022

Critical Issues in Servicing Twice Exceptional Students

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Linking learning theories and learning difficulties

Cited by 8 publications

References 12 publications

Reciprocal Teaching with Buddy to Improve Metacognitive Strategies of a High School Student with Reading Comprehension Difficulties

Reciprocal Teaching with Buddy to Improve Metacognitive Strategies of a High School Student with Reading Comprehension Difficulties

Evaluating auditory function in primary school children with learning difficulties in Australia

Twice or Thrice? Identification Issues and Possibilities Related to Students with Exceptionalities in Australian Schools

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