Search results for "lukihäiriö"
showing 10 items of 162 documents
Lukemisvaikeuksien ilmeneminen suomalaisilla 3.-6.-luokkalaisilla oppilailla
2007
Identification of Reading Difficulties by a Digital Game-Based Assessment Technology
2020
Computerized game-based assessment (GBA) system for screening reading difficulties may provide substantial time and cost benefits over traditional paper-and-pencil assessment while providing means also to individually adapt learning content in educational games. To study the reliability and validity of a GBA system to identify struggling readers performing below a standard deviation from mean in paper-and-pencil test either in raw scores and grade-normative scores, a large-scale study with first to fourth grade students ( N = 723) was conducted, where GBA was administrated as a group test by tablet devices. Overall, the results indicated that the GBA can be successfully used to identify st…
Digitaalisesti kiinni nuorten luku- ja oikeinkirjoitustaidon arviointiin toisella asteella
2020
Luku- ja kirjoitustaitoa on seulontavaiheessa perinteisesti arvioitu paperisella arviointivälineellä. Arvioinnin työläys ja verkkopohjaisen lukemisen yleistyminen ovat digitaalisen arviointivälineen kehittämiseen johtaneita syitä. Niilo Mäki Instituutissa tutkimusperustaisesti kehitetty DigiLukiseula tehostaa arviointia toisella asteella, jolloin opiskelijoiden tukemiseen jää enemmän aikaa. Digitaalisuus tuo myös uusia ulottuvuuksia arviointityöhön. DigiLukiseulan käsikirja on luettavissa osoitteessa digilukiseula.nmi.fi. peerReviewed
Svensklärare och elevernas dyslexi
2010
Tässä tutkielmassa tutkitaan ruotsinopettajien valmiuksia kohdata oppilaita, joilla on dysleksia. Lisäksi tutkielmassa tarkastellaan opettajankoulutuksen mahdollisia vaikutuksia tähän valmiuteen. Tutkielmassa käytetään sekä kvantitatiivisia, että kvalitatiivisia metodeja. Aineistonkeruu suoritettiin kyselylomakkeilla, jotka sisälsivät sekä strukturoituja-, että avoimia kysymyksiä. Strukturoidut kysymykset käsiteltiin kvantitatiivisesti ja avoimet kysymykset kvalitatiivisesti. Kyselyyn osallistui yhteensä 17 vastaajaa. Vastaajat koostuivat opettajista, jotka ovat suorittaneet opettajankoulutuksen auskultoinnin vuosien 1972-2005 välillä. Tulokset osoittivat, että suurimmalla osalla opettajist…
It's a jungle out there : a material package for supporting students with dyslexia in foreign language classrooms in upper secondary school
2017
Lukivaikeus on yksi yleisimmistä oppimisen vaikeuksista ja koskettaa myös suurta osaa lukiolaisista. Suuressa osassa lukioita ei kuitenkaan tarjota erillistä erityisopetusta, vaan tukimuodot rajoittuvat lukivaikeusdiagnoosin saaneilla lähinnä lisäaikaan kokeissa. Täten vastuu mahdollisen tuen antamisesta on tällä hetkellä aineenopettajalla. Aineenopettajakoulutukseen ei kuitenkaan sisälly kattavaa tietoa oppimisen vaikeuksista, ja siksi olemme koonneet tähän tutkielmaan ja materiaalipakettiin tietoa lukivaikeuden vaikutuksista vieraan kielen opiskeluun. Tämän vuoksi tutkielmamme tarkoituksena on antaa lukion opettajille tiivis katsaus lukivaikeuteen sekä sen ilmenemiseen ja tukemiseen erity…
Resolving reading disability : Childhood predictors and adult-age outcomes
2018
We examined frequency of adult-age reading disability (RD) and its childhood predictors among 48 adults (20 to 39 years) with documented childhood RD, and contrasted their cognitive skills, education, and employment with 37 matched controls. Among individuals with childhood RD, more than half had improved in their reading fluency to the level where the set criterion for adult-age RD was not met anymore. More fluent rapid naming, less severe childhood RD, and multiple support providers in childhood together predicted improvement of reading fluency. More fluent naming differentiated the childhood RD participants whose reading fluency had improved by adult-age from those participants whose RD …
What’s in a name : the effect of category labels on teachers’ beliefs.
2019
In this paper, we report an investigation of the possible influence on teachers’ essentialist thinking and efficacy beliefs of category labels used to describe children’s educational difficulties. A 2x2x2 counterbalanced design was employed in which primary school teachers in Finland and the UK were exposed to vignettes that portrayed a child exhibiting difficulties in one of two domains: either behaviour or reading. Vignettes were presented in two versions. In one, the child was labelled as having either ‘ADHD’ or ‘Dyslexia’; in the alternate condition, no such label was ascribed, descriptions were identical in all other respects. Participating teachers were presented with two vignettes, o…
Supporting struggling readers with digital game-based learning
2019
This study investigates the effectiveness of a digital game—GraphoLearn (GL)—in supporting second-grade students who have persistent difficulties with acquiring accurate and fluent reading skills. The participants (N = 37) were randomly assigned either to a 6-week intervention including sessions with GL, in addition to school-provided support, or a control group receiving only school-provided support. The intervention took place at the students’ homes and schools under the supervision of their parents and teachers. The results showed that the children who received the GL intervention developed significantly faster in word reading than the control group. Moreover, their reading development w…
A mobile game as a support tool for children with severe difficulties in reading and spelling
2020
We used a randomized controlled trial to investigate if a mobile game, GraphoLearn (GL), could effectively support the learning of first graders (N = 70), who have severe difficulties in reading and spelling. We studied the effects of two versions of the game: GL Reading, which focused on training letter-sound correspondence and word reading; and GL Spelling, which included additional training in phonological skills and spelling. During the spring of first grade, the children trained with tablet computers which they could carry with them during the six-week intervention. The average exposure time to training was 5 hr 44 min. The results revealed no differences in the development of reading …
Game learning analytics for understanding reading skills in transparent writing system
2020
Serious games are designed to improve learning instead of providing only entertainment. Serious games analytics can be used for understanding and enhancing the quality of learning with serious games. One challenge in developing computerized support for learning is that learning of skills varies between players. Appropriate algorithms are needed for analyzing the performance of individual players. This paper presents a novel clustering-based profiling method for analyzing serious games learners. GraphoLearn, a game for training connections between speech sounds and letters, serves as the game-based learning environment. The proposed clustering method was designed to group the learners into p…