Search results for "remedial education"
showing 10 items of 11 documents
How to Foster Critical Literacy in Academic Contexts: Some Insights from Action Research on Writing Research Papers
2013
This chapter attempts to identify problem areas and suggest possible remedial means to rectify critical literacy deficits of students who write research papers in Cultural and Media Studies (CMS) at the Institute of English Studies of Opole University, Poland. Despite sufficient levels of English proficiency and ever easier access to CMS sources, students report daunting problems in selecting and framing their research objectives, stating their positions, and arguing for them. They also find it hard to evaluate materials in terms of relevance and credibility. In brief, they often lack what can be described as critical literacy—a set of skills to interrogate the social, institutional and ide…
Twenty Years of Basic Vocational Education Provision in Spain: Changes and Trends
2015
International journal for research in vocational education and training 2 (2015) 2, S. 137-151
Special Education in Finland
1990
FINLAND is a small North‐European country with a population of about 5 million. It has historical ties with Sweden and Russia. Consequently, there are two official languages in the country: Finnish and Swedish. The education system is based on a 9‐year comprehensive school. Education is compulsory for all children between the ages of 7 and 16. Health and welfare services for children with disabilities are mainly provided within the regular services but special services are ensured by special laws. Special education services are provided at every level of education and learning environment modifications range from remedial education to individual instruction at home. In the comprehensive sch…
Long-Term Intervention Effects of Spelling Development for Children With Compromised Preliteracy Skills
2013
The aim of this longitudinal study was to build a model of the predictive values (poor phonological awareness, low letter knowledge, and slow naming speed) of spelling in 3 contrasting reading groups: a regular and a computer-assisted remedial intervention and mainstream instruction. The participants were 7-year-old Finnish school beginners (N = 166). The interventions took place in 4 weekly sessions of 45 min each over a period of 28 weeks in groups of 5 during Grade 1. We compared postintervention spelling development across the groups. The children who received systematic phonics-based training via the computer-assisted intervention reached the postinstruction level of the mainstream gro…
Support Systems for Poor Readers: Empirical Data From Six EU Member States
2011
International audience; This study surveyed and compared support systems for poor readers in six member states of the European Union (EU). The goal was to identify features of effective support systems. A large-scale questionnaire survey was conducted among mainstream teachers (n = 4,210) and remedial teachers (n = 2,395). Results indicate that the six support systems differed substantially, with effective support systems showing high performance on all variables measured. More specifically, effective support systems were characterized by (a) high levels of both teacher and student support and (b) frequent interactions between teachers and remedial teachers as well as between remedial teach…
Comparing Efficacies of Neurocognitive Treatment and Homework Assistance Programs for Children with Learning Difficulties
1997
The purpose of the study was to analyze the relative efficacies of two treatments for children with learning difficulties. The first treatment consisted of multiple training components targeting specific cognitive and behavioral factors; the second treatment provided emotional support and supervision of school tasks. The participants were 94 Chilean schoolchildren (6 to 11 years of age). The efficacies were compared on (a) neurocognitive tests, (b) school achievement tests, and (c) behavior in school and at home. The results indicated that both groups improved on most of the outcome measures. The first group showed best results in parents' rating of home behavior, and the second group in r…
Effects of a French remedial program on pupils’ educational outcomes
2018
International audience; Few studies have examined the French “Networks for Specialized Assistance to Pupils in Difficulty” (Rased). In this article, we evaluate the impact of receiving Rased services in the first year of primary schooling on academic success. Using data from a national panel study, we find inconsistency in student selection within Rased. Using matching methods, our results reveal that pupils who benefited from the program school have a higher probability of grade repetition and obtain significantly lower scores on the third grade national assessment, particularly in mathematics, compared to pupils with similar characteristics who did not take part in the program. This impac…
Computer-Assisted Remedial Reading Intervention for School Beginners at Risk for Reading Disability
2011
The aim of the longitudinal study was to investigate whether a computer application designed for remedial reading training can enhance letter knowledge, reading accuracy, fluency, and spelling of at-risk children. The participants, 7-year-old Finnish school beginners (N = 166), were assigned to 1 of 3 groups: (a) regular remedial reading intervention (n = 25), (b) computer-assessed reading intervention (n = 25), and (c) mainstream reading instruction (n = 116). Based on the results, computer-assisted remedial reading intervention was highly beneficial, whereas regular type of intervention was less successful. The results indicated that at-risk children require computer-based letter–name and…
Predicting word-level reading fluency outcomes in three contrastive groups: Remedial and computer-assisted remedial reading intervention, and mainstr…
2010
Abstract The aim of the longitudinal intervention study was to build a model of predictive values of reading fluency in three contrastive reading groups: remedial and computer-assisted remedial reading intervention, and mainstream instruction, to identify the most effective type of intervention for children with different profiles of compromised pre-reading skills. The participants were 7-year-old Finnish school beginners ( N = 166). Two remedial interventions took place in four weekly sessions of 45 min over a period of 28 weeks in Grade 1. For a child with deficits in the core pre-reading skills (letter knowledge, phonological awareness or rapid automatized naming), the computer-assisted…
Socio Psychological Counseling: How to Manage Identities?
2013
The work presented here is a research carried out into initiatives for returning the long-term unemployed to work. A small case group study based on international expertise in social categorization and communication was conducted in France. This analysis of “long-term unemployment” was done through the consequences for relationships with work with a view to suggesting a suitable remedial approach. The recommended socio psychological counseling is based on reconstructing the professional identity of the long-term unemployed person and implementing this before the return to a supported role that should serve as a springboard towards permanent employment. The results lead to extend this method…