Full Text Available
Access Repository
Search Results - "Learning disability"
- Go to Previous Page
- Showing 21 - 21 results of 21
-
Parents and teachers’ characteristics as predictors of reading self-efficacy of students with learning disabilities in Ibadan Oyo state, Nigeria
Published 2019-08Subjects: “…Learning disabilities…”
Call Number: Loading…
Located: Loading…Article Loading…
Search Tools:
Refine Results
Page will reload when a filter is selected or excluded.- Learning disabilities 14 results 14
- Reading comprehension 4 results 4
- Students with learning disabilities 4 results 4
- Achievement 2 results 2
- Comprehension 2 results 2
- Comprehensive reading instruction 2 results 2
- Despite the critical role of good reading skills in the lives of all individuals, students with learning and specific reading disabilities often manifest deficits in the acquisition and use of diverse reading skills that are unexpected in relation to their age, cognitive ability, quantity and quality of instruction and intervention. This is particularly worrisome as these reading problems often go unnoticed during the primary school years. Once these students get to secondary school, their reading disabilities become more pronounced and its consequences further apparent to teachers and parents. Based on this problem, this paper discussed the need- for a comprehensive reading instruction for students with reading disabilities, the components of a comprehensive reading instruction and guidelines for a comprehensive reading instruction. Thus, it was concluded that no component of the reading skill should be downplayed. Moreover, this paper recommended among other things that teachers of students with learning and reading disabilities should conduct ongoing assessments to determine the actual nature of individual student reading disabilities. Thereafter, teachers of students with learning and reading disabilities should proceed with delivery of a balanced and comprehensive reading instruction that is guided by scientifically evidence-based procedures as discussed in this paper. 2 results 2
- Expository texts 2 results 2
- Inclusive education classroom 2 results 2
- Reading disabilities 2 results 2
- Self-monitoring 2 results 2
- Subject mastery 2 results 2
- Teacher competences 2 results 2
- Teaching methods and obligations 2 results 2
- The study determined the effect of self-monitoring and self-questioning strategies on comprehension of expository texts among students with learning disabilities in Ibadan. Oyo State, Nigeria, using a pretest- posttest, control group, quasi-experimental research design with a 3 X 2 factorial matrix. Using a multi-stage sampling procedure, three secondary schools and sixty (60) students with learning disabilities were selected and assigned to two experimental groups (self- monitoring and self-questioning) and control group. The Pupil Rating Scale (r = 0.89), Expository Text Difficulty Test (r = 0.91), Reading Comprehension Test on Civic Education Expository Passages (r = 0.79) and Modified Sherer Self-efficacy scale (r = 0.82) were the instruments used for the study. Participants in the experimental group* were instruct tonally guided while those in the control group were taught with the conventional method. Three hypotheses were tested at 0.05 significant level, and data analysed, using Analysis of Covariance (ANVOCA), estimated marginal mean and Sidak post hoc test. The main effect of treatment was found to be significant (F(2.57) = 20.217; p< 0.05; η(2)= .822). In effect, participants exposed to self-monitoring strategy had the highest mean score of (x = 16.20), followed by those in self- questioning strategy group (x = 15.60), showing better performance than the control group (x = 10.30). The result also revealed that the main effect of self-efficacy is significant on comprehension of expository texts among students with learning disabilities (F(1.58) = 48.720 p <0.05,η(2) = .457). Also, the interaction effect of treatment and self-efficacy was significant (F(2.57) = 16.394; p< 0.05; η(2) = .822). This implies that self-efficacy equally played a significant role in enhancing performance of the students in expository texts. Based on these findings; useful recommendations were made: which included that teachers of students with learning disabilities should adopt self-monitoring and self-questioning strategies to teach comprehension of expository texts to students with learning disabilities. 2 results 2
- This study investigated the relationship between teacher competences (subject mastery, teaching methodology and compliance with teaching obligations) and reading comprehension achievement of students with learning disabilities in Ibadan North Local Government Area of Oyo State, Nigeria. The study adopted a survey design. Thirty (30) Senior Secondary Class 2 students, from six schools identified as having learning disabilities in reading comprehension participated in the study. Four instruments were used in the study. These were the Learning Disability Evaluation Scale Renormed, Second Edition (LDES-R2) for screening students for learning disabilities (r =0.75), the Reading Comprehension Test (RCT) (r = 0.81), Teachers’ Competence and Performance Questionnaire (TCPQ) (r= 0.85) and the Achievement Test in Reading Comprehension (ATRC) (r = 0.70). Data collected were analyzed using the Pearson’s product moment correlation and multiple regression analysis. Two research questions and three hypotheses generated were tested at 0.05 level of significance. The results revealed that there is a significant joint relationship between reading comprehension achievement of students with learning disabilities and teacher competences in terms of teacher mastery of subject matter, teaching methodology used by teachers and compliance with teaching obligations by teachers of students with learning disabilities. When the independent variables were considered as individual variables, subject mastery (β = .353, P <.05), made the most contribution to the dependent variable, followed by teacher compliance with teaching obligations (β = .244, P>.05), and then teaching methodology (β =.236, P>.05). On the basis of these findings, recommendations were made which included that teachers of students with learning disabilities should have: adequate mastery of subject matter and up to date lesson plans. They should use a variety of appropriate teaching methods and always identify with professionals bodies in the field of special needs education as they comply with teaching obligations. 2 results 2
- Academic achievement 1 results 1
- Adaptive behaviour 1 results 1
- Assistive technological devices 1 results 1
- Behavioural and social problems 1 results 1
- Collaborative Strategic 1 results 1
- Collaborative instructional practices 1 results 1
- Conduct disorder 1 results 1
- Conduct problems 1 results 1
- Dialectical behaviour therapy 1 results 1
- Direct instruction 1 results 1
- Direct-Instructional strategies 1 results 1
- Dyscalculia 1 results 1
- Dyslexia 1 results 1
- Educational Programmes 1 results 1
- see all…