NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 3 results Save | Export
Understanding Students with Learning Difficulties: How Do They Learn?
Peer reviewed Peer reviewed
Direct linkDirect link
Hong, Barbara S. S.; Chick, Kay A. – Kappa Delta Pi Record, 2013
This article examines: (1) why learning comes so naturally for some students and yet is so onerous for others; (2) why some students need constant reminders while others get on task right away; and (3) why some students "just don't get it" even after countless repetitions and multitudes of practices. This paper describes the…
Descriptors: Learning Disabilities, Educational Strategies, Teaching Methods, Federal Legislation
A Rapid Screening Measure for the Identification of Visuospatial Learning Disability in Schools.
Peer reviewed Peer reviewed
Cornoldi, Cesare; Venneri, Annalena; Marconato, Fabio; Molin, Adriana; Montinari, Cinzia – Journal of Learning Disabilities, 2003
An 18-item "Shortened Visuospatial Questionnaire" (SVS) was validated twice, first by verifying that children (ages 8-13) identified with the SVS questionnaire as having visuospatial learning disability (VSLD) (n=54) actually showed visuospatial deficits on psychometric evaluation, and second, by rating with the SVS a clinically identified…
Descriptors: Disability Identification, Elementary Education, Learning Disabilities, Questionnaires
If They Can Speak, Why Can't They Read? and Spell? They May Now! Hemispheric "Routing" and "Vision Bypass" to Teach Spelling to Dyslexics.
Blau, Harold; Loveless, Eugene J. – 1980
For the dyslexic and others with similar problems, a revision of the sequence of modalities known as VAKT (for visual, auditory, kinesthetic, tactile) might achieve more effective and more rapid remediation. The new sequence is designated as TAK/v. The subordination of the visual modality is based on the recent identification of visual processing…
Descriptors: Dyslexia, Learning Disabilities, Reading Difficulties, Reading Failure