Search results for "Difficulties"
showing 10 items of 128 documents
Neural Responses to Musical Rhythm in Chinese Children With Reading Difficulties
2020
The perception of the musical rhythm has been suggested as one of the predicting factors for reading abilities. Several studies have demonstrated that children with reading difficulties (RD) show reduced neural sensitivity in musical rhythm perception. Despite this prior evidence, the association between music and reading in Chinese is still controversial. In the present study, we sought to answer the question of whether the musical rhythm perception of Chinese children with RD is intact or not, providing further clues on how reading and music might be interlinked across languages. Oddball paradigm was adapted for testing the difference of musical rhythm perception, including predictable an…
The Lègami/Legàmi Service—An Experience of Psychological Intervention in Maternal and Child Care during COVID-19
2021
This study provides a descriptive analysis of the Lègami/Legàmi service, a free psychological support service in maternal and childcare, offered through the internet and by telephone that was initiated by the Italian Society of Pediatric Psychology (S.I.P.Ped.) during the COVID-19 medical emergency as an act of solidarity, first independently, and then in collaboration with the Italian Ministry of Health. This paper presents findings related to the “universe” of people who called the toll-free service, from the sociocultural characteristics of the users to the information collected by the professionals during the psychological pathways until human satisfaction was achieved. We provide a ret…
Is There Hope for First Graders at the Lowest Percentiles? : The Roles of Self-Efficacy, Task Avoidance, and Support in the Development of Reading Fl…
2022
Self-efficacious children are expected to be more task-focused in challenging achievement situations and consequently have better chances of overcoming learning difficulties than children who have lower self-efficacy. The present study investigates this presumption with Finnish-speaking first graders struggling with reading acquisition ( N = 285). The development of the children’s reading fluency, self-efficacy, and task avoidance was followed from the middle of Grade 1 to the end of Grade 2, and a 6-week mobile game-based intervention was administered to those who exhibited the greatest risk for reading disabilities (≤ 5th percentile). Exploratory structural equation modeling was used to …
Modeling the Sustainable Educational Process for Pupils from Vulnerable Groups in Critical Situations: COVID-19 Context in Lithuania, Latvia, and Est…
2022
The critical situation in education caused by COVID-19 has significantly reduced the involvement of pupils from vulnerable groups, particularly those with low learning achievements. The aim of this study is to reveal the modeling of the sustainable educational process and the factors that ensure optimal learning achievements of pupils from vulnerable groups in general education schools in critical educational transformation situations. To reveal the factors ensuring the sustainability of educational processes, this study was conducted in three Baltic countries (Lithuania, Latvia, and Estonia) involving 1432 subject teachers from public education schools. The results of the study highlight t…
Motoriikan havainnointilomake (MOQ-T) suomalaisille opettajille - Motor Observation Questionnaire for Teachers -lomakkeen kulttuurinen kääntäminen
2015
Motorisen oppimisen vaikeuksia kuvaava termistö on hyvin kirjavaa. Suomessa ongelmien diagnosoinnissa käytetään käsitteitä kehityksellinen koordinaatiohäiriö ja motoriikan kehityshäiriö. Lapsia, joilla on motorisen oppimisen ongelmia, arvioidaan olevan noin 5–6 prosenttia ikäluokasta; jokaisessa koululuokassa on siis keskimäärin yksi oppilas, joka tarvitsee motoriseen oppimiseensa tukea. Vaikka häiriö on yleinen, liikuntaa opettavilta opettajilta puuttuu työkalut motoriikan oppimisvaikeuden tunnistamiseen kouluympäristössä. Tämän tutkimuksen tarkoituksena oli tehdä kulttuurinen käännös hollantilaisesta opettajille kehitetystä Motor Observation Questionnaire for Teachers (MOQ-T) -lomakkeesta…
Sujuvaksi lukijaksi : lukemisvaikeuksien arvioinnista kohti näyttöön perustuvia interventioita
2014
Trudności w opiece nad dzieckiem z niepełnosprawnością
2018
Celem prowadzonych badań było poznanie trudności z jakimi na co dzień muszą sobie radzić rodzice dzieci niepełnosprawnych w zakresie codziennego funkcjonowania i współpracy z lekarzami, terapeutami oraz rehabilitantami dzieci. Badania były prowadzone metodą jakościową, a dane zostały zgromadzone za pomocą techniki pogłębionego wywiady swobodnego przeprowadzonego wśród rodziców dzieci z niepełnosprawnościami. Przeprowadzone badania pozwalają stwierdzić, że opieka nad dzieckiem niepełnosprawnym stanowi ogromne wyzwanie dla całej rodziny. Wymaga zaangażowania każdego członka rodziny i dobrej organizacji. Trudności z jakimi zmagają się rodzice dotyczą problemów natury psychicznej (akceptacja), …
Behavioural and emotional strengths of sociometrically popular, rejected, controversial, neglected, and average children
2019
Many behavioural and emotional characteristics are associated with children’s peer relationships. The purpose of this study is to examine behavioural and emotional strengths of sociometrically popular, rejected, controversial, neglected, and average children. 773 third-grade children (51% girls) are assessed with a sociometric questionnaire and self-evaluations of their behavioural and emotional strengths and difficulties. Teacher evaluations are also used to assess the children’s academic competencies and behaviour. Univariate analysis of variance (ANOVA) is used to analyse the data. Results indicate that children in the popular status group assess their behavioural and emotional strengths…
Children's and adolescents' achievement strategies, school adjustment and family environment
2001
Preventive Support for Kindergarteners Most At-Risk for Mathematics Difficulties: Computer-Assisted Intervention
2015
Weaknesses in early number skills have been found to be a risk factor for later difficulties in mathematical performance. Nevertheless, only a few intervention studies with young children have been published. In this study, the responsiveness to early support in kindergarteners with most severe difficulties was examined with two different computer programs. Two intervention groups were matched by age, visuo-spatial, and phonological working memory, as well as early number skills. After a short and intensive computerized intervention, the results indicated significant intervention effects for verbal counting Wilcoxon ES (r) = 0.46, and dot counting fluency, r = 0.52, when practiced with Grap…