Learning Disability (LD) has been defined by the National Joint Committee on Learning Disabilities (NJCLD) as a heterogeneous group of disorders of presumed neurological origin manifested differently and to varying degrees during the life span of an individual. Various manifestations of LD may be seen at different ages and as a result of varying learning demands (NJCLD, 1985/2001a, 1990/2001c) .
Gingoog City Comprehensive National High School in the Division of Gingoog City is the only secondary school accepting Special Education (SPED) students. The increasing number of enrollees at risk with LD each year among other exceptionalities is so alarming that a Self- Contained classrooms for students at-risk with Learning Disabilities are opened to address these students’ needs (GCCNHS Principal’s Report 2011)
This action research was conducted to find out if there would be improvement in reading abilities of learners at risks with learning disabilitiy to help their reading capacity.
Table of Contents
1 Introduction
2 Specific Learning Disability
3 Discussion of the Problem
4 Objective of this Study
5 Scope and Delimitation of the Study
6 Definition of terms
7 Research Methodology
8 Research Locale
9 Respondents of the Study
10 Sampling Procedure
11 Research Instruments
12 Statistical Treatment
13 Findings
14 Conclusion
15 Recommendation
16 Bibliography
17 APPENDICES
Objectives and Core Topics
The primary objective of this study is to design and implement an effective intervention program using Reading Level Materials to improve the academic performance and reading levels of second-year students at risk with learning disabilities in a self-contained classroom setting.
- Identification of specific learning disabilities (dyslexia, dysgraphia, and dyscalculia).
- Assessment and monitoring of student reading levels.
- Implementation of a tailored reading remediation program.
- Analysis of the impact of multisensory teaching approaches.
- Enhancement of student motivation and engagement through collaborative learning.
Excerpt from the Book
1 Introduction
Learning Disability (LD) has been defined by the National Joint Committee on Learning Disabilities (NJCLD) as a heterogeneous group of disorders of presumed neurological origin manifested differently and to varying degrees during the life span of an individual. Various manifestations of LD may be seen at different ages and as a result of varying learning demands (NJCLD, 1985/2001a, 1990/2001c).
Learning disabilities (LD) vary from person to person. One person with learning disabilities may not have the same kind of learning problems as another person with learning disabilities. One person may have trouble with reading (dyslexia), writing(dygraphia) and another person may have problems with understanding math (dyscalculia) Galeos (2010) . Still another person may have trouble in each of these areas, as well as with understanding what people are saying. Thus, by identifying LD earlier, children will get the help they need to reach their potential (Boyse 2008).
Gingoog City Comprehensive National High School in the Division of Gingoog City is the only secondary school accepting Special Education (SPED) students. The increasing number of enrollees at risk with LD each year among other exceptionalities is so alarming that a Self- Contained classrooms are opened to address these students’ needs (GCCNHS Principal’s Report 2011).
Summary of Chapters
1 Introduction: Provides the background and rationale for addressing learning disabilities in the secondary school context.
2 Specific Learning Disability: Defines and differentiates between dyscalculia, dysgraphia, and dyslexia, highlighting their impact on student learning.
3 Discussion of the Problem: Outlines the purpose of the study and the specific research questions regarding student needs and intervention components.
4 Objective of this Study: States the goal of designing an intervention plan to improve reading and organizational skills for students with dyslexia.
5 Scope and Delimitation of the Study: Defines the population and setting of the study, specifically focusing on the self-contained second-year class.
6 Definition of terms: Clarifies technical terminology used within the context of the study.
7 Research Methodology: Describes the descriptive research design used to gather and analyze data.
8 Research Locale: Introduces Gingoog City Comprehensive National High School as the site for the study.
9 Respondents of the Study: Describes the thirty-four second-year students selected for this research.
10 Sampling Procedure: Explains the use of purposive sampling for selecting the respondents.
11 Research Instruments: Details the tools used for identifying LD and measuring reading level progress.
12 Statistical Treatment: Outlines the methods used to organize and analyze the gathered data.
13 Findings: Presents the results of the LD identification and the initial reading assessments.
14 Conclusion: Summarizes the effectiveness of reading remediation for students with dyslexia.
15 Recommendation: Offers suggestions for school administrators, teachers, and parents to support students with LD.
16 Bibliography: Lists the academic sources and references cited in the study.
17 APPENDICES: Contains supplemental material, including samples of the reading level materials.
Keywords
Learning Disabilities, Dyslexia, Dysgraphia, Dyscalculia, Reading Remediation, Intervention Plan, Self-Contained Classroom, Special Education, Reading Level Materials, Multisensory Approach, Academic Achievement, Student Motivation, Descriptive Research, Educational Intervention, Language Acquisition.
Frequently Asked Questions
What is the core focus of this research?
The research focuses on identifying specific learning disabilities among second-year high school students and designing an intervention program to improve their reading levels within a self-contained classroom environment.
What are the central thematic fields covered?
The study covers the identification of dyslexia, dysgraphia, and dyscalculia, the development of reading intervention strategies, and the measurement of academic progress in students with special educational needs.
What is the primary goal of the study?
The primary goal is to implement a reading remediation program using specific Reading Level Materials to help struggling students reach their potential and improve their overall literacy and comprehension skills.
Which scientific method is utilized in this paper?
The study employs a descriptive research method involving the recording, analyzing, and interpreting of data collected through standardized instruments and participant observation.
What does the main body of the work address?
It addresses the characteristics of learning disabilities, the assessment of student reading levels, the implementation of differentiated instruction, and the subsequent evaluation of student progress after the intervention.
Which keywords best characterize this work?
Key terms include Learning Disabilities, Reading Remediation, Dyslexia, Self-Contained Classroom, and Multisensory Approach.
Why are the participants classified as "at risk"?
They are classified as at risk based on I.Q. test results, specific LD checklists, and their observed struggle with core academic tasks like reading, writing, and mathematical operations.
How does the researcher measure progress?
Progress is measured by using the Mann Suiter Word Reading Screen to track reading level improvements before and after the intervention, as well as monitoring daily performance in class.
What is the role of the "Reading Box" mentioned in the study?
The Reading Box is an engagement tool where students select difficult words, practice them throughout the week, and store them to track their growing vocabulary and reading mastery.
- Citar trabajo
- Susan Aparejo (Autor), 2015, Specific Learning Disabilities in a Self-Contained Classroom. A Reading Remediation Program, Múnich, GRIN Verlag, https://www.grin.com/document/306305
