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Dyslexic student's strategies for studying concepts in social sciences

Jasmina Kmetič (2014) Dyslexic student's strategies for studying concepts in social sciences. Diploma thesis.

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    Abstract

    Nowadays, in the information and communication age, fast and effective reading and successful communication are more required than ever before. On a daily basis, we deal with texts that differ in style, fonts and difficulty level. To understand the texts correctly and be able to produce them, we need rich vocabulary covering numerous subject areas. One of these are also Social Sciences which often cause problems in taking notes and learning from textbooks to students with dyslexia already in elementary school years. Furthermore, students experience orientation difficulties when reading maps, timelines and charts. A student’s performance is negatively affected mostly by the difficulties in memorization and recollection of Social Sciences concepts. The present diploma thesis addresses Social Sciences concepts learning strategies of a student with dyslexia who either avoids reading or is slower and less effective at it because of reading and writing difficulties. The strategies presented in the thesis require no or little reading, take into account the subject areas the student is most familiar with and his preferred learning style with the scope to improve the effectiveness of memorization and recollection, and consequently, expand his general vocabulary. A three-months training was conducted for a ninth-grade elementary school student with dyslexia. Together with the student we chose to work on the subject area of Geography focusing not only on learning strategies and preferred learning style, but also on metacognitive skills, self-inquiry and on determining the possibilities of applying a particular strategy to other school subject areas. Before and after the training, the student took a Test of Vocabulary and a Test of Geographic Concepts Knowledge. The comparison of results drawn at the end of the training has shown that it enhanced student’s memorization and recollection of Social Sciences concepts, especially the geographical ones. Furthermore, the student searched independently for possibilities of applying the strategies used to other school subject areas, he also improved his score in the Test of Vocabulary and his grade in Geography.

    Item Type: Thesis (Diploma thesis)
    Keywords: student with dyslexia, Social Sciences, vocabulary, memorization and recollection of Social Sciences concepts, learning styles, vocabulary expansion strategies
    Number of Pages: 139
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    izr. prof. dr. Marija KavklerMentor
    asist. dr. Milena Košak BabuderComentor
    Link to COBISS: http://www.cobiss.si/scripts/cobiss?command=search&base=50126&select=(ID=10140745)
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 2319
    Date Deposited: 21 Aug 2014 07:39
    Last Modified: 21 Aug 2014 07:39
    URI: http://pefprints.pef.uni-lj.si/id/eprint/2319

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