The document is a request letter from a college student named Karen Grace M. Alvaro to the principal of Lagui-Sail Elementary School. She is conducting research on learning disabilities in primary grade levels for her college course, and is requesting permission to observe classes and distribute questionnaires and checklists to teachers. She assures confidentiality and that the information will only be used for research purposes. The letter is noted by her professor, Dr. Eliza T. Samson.
2.4 GHz Open band
Globally available
Other devices include microwave ovens, cordless phones
Frequency hopping and Time Division Multiplexing
10 – 100 meter range
Up to 8 active devices can be in the same piconet
Evolution of the generations of mobile Communication system.Musfiqur Rahman
The document outlines the evolution of mobile communication systems from 0G to 4G. It discusses the key technologies and concepts behind each generation including:
- 0G systems used analog radio telephones in cars and early mobile telephone systems.
- 1G systems launched the first commercial cellular networks using analog technology like AMPS.
- 2G introduced digital networks and SMS, using technologies like GSM.
- 3G brought faster data speeds up to 2Mbps using WCDMA, and new applications like video calling and mobile internet.
- 4G aims to provide ultra-broadband speeds from 100Mbps to 1Gbps using LTE and WiMax, competing with home internet speeds
Language disorders involve problems processing linguistic information that can affect grammar, semantics, and other aspects of language. They can be receptive, involving comprehension issues, expressive, involving production problems, or both. Common language disorders include specific language impairment and aphasia. The document goes on to describe receptive language disorders which impact understanding language inputs, expressive disorders affecting output of language, speech disorders, communication disorders, and several specific types of language disorders like dyslexia, dysgraphia, and their symptoms.
Immittance audiometry uses measurements of acoustic impedance and admittance to assess middle ear function. It is a non-invasive and non-behavioral test. Key measures include tympanometry to evaluate the mobility of the eardrum and ossicular chain, and acoustic reflex thresholds to assess the function of the middle ear muscles and brainstem pathways. Abnormal immittance test results can help diagnose conditions like middle ear fluid, ossicular discontinuity, or retrocochlear lesions.
This document discusses speech synthesis technology. It begins with an introduction defining speech synthesis as the artificial production of human speech. It then discusses the history of speech synthesis, including early inventions and developments of speech synthesizers. It also covers the construction and various approaches to speech synthesis, such as concatenative synthesis and formant synthesis. The document concludes by discussing applications of speech synthesis and remaining challenges.
The document discusses digital speech processing. It covers the fundamentals of speech processing including the anatomy and physiology of speech production, acoustic theory of speech, and digital models of speech signals. It then discusses applications of speech processing such as speech recognition, speech understanding, speech synthesis, word processing, text prediction, and automatic summarization. Finally, it provides more details on speech production, recognition, classification of sounds, and an overview of signal processing aspects involved in digital speech processing.
The document discusses the evolution of wireless networks from 1G to 5G. 1G networks were the first generation of cellular networks and used analog signals. 2G introduced digital cellular networks like GSM, which offered benefits over 1G like encrypted calls and greater efficiency. 3G networks brought internet access to mobile phones. 4G aims to provide wireless internet with speeds comparable to fixed broadband. 5G networks will integrate existing cellular and WiFi networks to provide universal wireless connectivity without limitations.
2.4 GHz Open band
Globally available
Other devices include microwave ovens, cordless phones
Frequency hopping and Time Division Multiplexing
10 – 100 meter range
Up to 8 active devices can be in the same piconet
Evolution of the generations of mobile Communication system.Musfiqur Rahman
The document outlines the evolution of mobile communication systems from 0G to 4G. It discusses the key technologies and concepts behind each generation including:
- 0G systems used analog radio telephones in cars and early mobile telephone systems.
- 1G systems launched the first commercial cellular networks using analog technology like AMPS.
- 2G introduced digital networks and SMS, using technologies like GSM.
- 3G brought faster data speeds up to 2Mbps using WCDMA, and new applications like video calling and mobile internet.
- 4G aims to provide ultra-broadband speeds from 100Mbps to 1Gbps using LTE and WiMax, competing with home internet speeds
Language disorders involve problems processing linguistic information that can affect grammar, semantics, and other aspects of language. They can be receptive, involving comprehension issues, expressive, involving production problems, or both. Common language disorders include specific language impairment and aphasia. The document goes on to describe receptive language disorders which impact understanding language inputs, expressive disorders affecting output of language, speech disorders, communication disorders, and several specific types of language disorders like dyslexia, dysgraphia, and their symptoms.
Immittance audiometry uses measurements of acoustic impedance and admittance to assess middle ear function. It is a non-invasive and non-behavioral test. Key measures include tympanometry to evaluate the mobility of the eardrum and ossicular chain, and acoustic reflex thresholds to assess the function of the middle ear muscles and brainstem pathways. Abnormal immittance test results can help diagnose conditions like middle ear fluid, ossicular discontinuity, or retrocochlear lesions.
This document discusses speech synthesis technology. It begins with an introduction defining speech synthesis as the artificial production of human speech. It then discusses the history of speech synthesis, including early inventions and developments of speech synthesizers. It also covers the construction and various approaches to speech synthesis, such as concatenative synthesis and formant synthesis. The document concludes by discussing applications of speech synthesis and remaining challenges.
The document discusses digital speech processing. It covers the fundamentals of speech processing including the anatomy and physiology of speech production, acoustic theory of speech, and digital models of speech signals. It then discusses applications of speech processing such as speech recognition, speech understanding, speech synthesis, word processing, text prediction, and automatic summarization. Finally, it provides more details on speech production, recognition, classification of sounds, and an overview of signal processing aspects involved in digital speech processing.
The document discusses the evolution of wireless networks from 1G to 5G. 1G networks were the first generation of cellular networks and used analog signals. 2G introduced digital cellular networks like GSM, which offered benefits over 1G like encrypted calls and greater efficiency. 3G networks brought internet access to mobile phones. 4G aims to provide wireless internet with speeds comparable to fixed broadband. 5G networks will integrate existing cellular and WiFi networks to provide universal wireless connectivity without limitations.
Hata model + youngs model + okumara model summarizadKhalid Ali
The document discusses several radio propagation models used for predicting signal behavior in different environments:
1. The Hata model is based on the Okumura model and has separate models for urban, suburban, and open areas. The urban Hata model is most widely used for built up areas.
2. Mathematical formulations are provided for path loss prediction using the Hata model for various environments. Frequency range is 150-1500 MHz.
3. The Young model is based on data from New York City and models signal behavior in large cities with tall structures. Frequency range is 150 MHz to 3700 MHz.
4. The Okumura model was developed using data from Tokyo and serves as the basis for the
solution manual of goldsmith wireless communicationNIT Raipur
This document discusses various topics related to wireless communication systems including:
- Bursty data communication has advantages like narrow pulse widths and less transmission time but high bandwidth and peak power requirements.
- Error probability calculations show very high requirements for signal to noise ratio.
- Different types of satellite orbits have different transmission delays, with low earth orbit preferred for delays less than 30ms.
- Modeling voice and data users on a channel shows maximum revenue with 1 data user and 3 voice users.
- Smaller cell reuse distances allow more capacity but increase interference.
- Path loss calculations show much higher losses in urban versus rural environments due to more reflectors/scatterers.
- The two
NFC, or near field communication, is a short-range wireless communication technology that allows data exchange when devices are brought within close proximity of a few centimeters. It uses magnetic field induction to enable communication between electronic devices like smartphones. NFC operates at 13.56 MHz and supports data transfer rates from 106 to 424 kbps. Common applications of NFC include mobile payments, data sharing, and electronic ticketing/access control using touch-and-go interactions between devices. The technology is becoming increasingly common in smartphones and other mobile devices.
The document provides an overview of Near Field Communication (NFC) technology. It defines NFC as a short-range wireless connectivity standard that allows data exchange between electronic devices within 10cm of each other. The document discusses NFC's operating modes of reader/writer, card emulation, and peer-to-peer communication. It also describes NFC tags, the NDEF data format, mobile architecture, comparisons to other wireless technologies, and examples of NFC applications and trials.
Voice therapy to treat voice disorders, basics , different techniques, methods advantages and disadvantages, where and what method to choose? otorhinolaryngology ent
Mobile communication systems IntroductionNevil Dsouza
An electronic telecom device, often called a cellphone, connects to wireless networks through radio waves or satellites to provide voice calls, text messages, multimedia messages, internet browsing, and email. Mobile phones use various wireless communication standards including Bluetooth, Zigbee, Home RF, 2G, 3G, and 4G cellular networks to connect to networks and transmit data. 2G networks are the most widely used generation of mobile communication technology currently.
Digital hearing aids convert sound waves into digital code that can then be manipulated before being converted back to sound, allowing for more advanced sound processing than analog hearing aids. While analog hearing aids simply amplify sound waves, digital hearing aids can filter noise, adjust settings for different environments, and offer additional controls and saved profiles. However, analog hearing aids are generally cheaper than digital options. Both analog and digital hearing aids amplify sounds to improve hearing.
Near Field Communication (NFC) is a short-range wireless communication technology that allows data exchange between devices over short distances of around 10cm or less. It builds on RFID technology and was developed by Nokia, Philips, and Sony in 2004. NFC allows for both active and passive communication modes between NFC-enabled devices like smartphones. It has advantages over other wireless technologies like Bluetooth in providing instant connection without configuration. Potential applications include mobile payments, access control, and data sharing between devices with only a touch.
Wireless communication involves transmitting information such as voice and data through electromagnetic waves without wires. It allows for flexible and mobile connectivity between devices. The document discusses various topics related to wireless communication including point-to-point communication, multiuser systems, modulation techniques, channel models and capacity. It provides an overview of the evolution of wireless technologies and applications.
This document discusses various voice disorders including dysphonia, dysarthria, dysarthrophonia, and hoarseness. It describes the main causes of voice disorders as inflammatory, neoplastic/structural, neuromuscular, and muscle tension imbalance. Treatment options discussed include vocal hygiene and lifestyle advice, voice therapy, medical treatment such as for acid reflux, phonosurgery procedures, and in some cases Botulinum toxin injections. Specific voice disorders covered in detail include vocal fold polyps, nodules, Reinke's edema, and muscle tension dysphonia.
Mathematical model for communication channelssafeerakd
This document discusses mathematical models for communication channels. It begins by showing a block diagram of a basic digital communication system and defines the key components. It then discusses different types of communication channels and mediums that can be used to transmit signals, including wires, wireless spectra, and optical fibers. The rest of the document discusses several common mathematical models used to represent communication channels, including additive noise channels, linear filter channels, and linear time-variant filter channels. It also discusses parameters that characterize channels and limits on data transmission rates. Finally, it covers optimum receivers for signals corrupted by additive white Gaussian noise.
Digital signal processing (DSP) involves converting analog signals to digital signals and manipulating the digital signals using software algorithms. DSP systems use analog-to-digital conversion to convert analog signals to digital signals represented as sequences of numbers. They then process the digital signals using a digital signal processor and convert them back to analog signals using digital-to-analog conversion. Key techniques in DSP include decomposing signals into simple components, processing the components individually, and then combining the results.
Speech language impairment early identification of speech and language disorderTrisha_m
It is shown that at least 2-3% kids born with communication disability and most of those infants have speech and language disorder.
All the parent know their own child behavior and compare them with other kids or their own sibling. Every child is different and also learn skills differently at his or her pace. However, the normal range for speech and language development depends on your child’s ability to understand and learn a language. There are many factors that play role in his development like surrounding environment, whether or not your kid is exposed to other people interaction. A difficulty in communication can also be a sign of autism.
The document discusses terahertz communication, which uses the terahertz band between 0.3-10 THz for wireless communication. It notes terahertz communication could provide multi-gigabit data rates and help realize applications requiring very high bandwidth. However, challenges include high propagation losses, molecular absorption effects, and short communication ranges. Potential solutions discussed include using ultra-massive MIMO arrays, reconfigurable intelligent surfaces to enhance beamforming gains and extend communication ranges, and distance-aware waveform/modulation designs optimized for terahertz bands.
Bone-anchored hearing aids (BAHAs) were developed starting in the 1970s based on the discovery of osseointegration - the direct bonding of titanium implants to bone. The first BAHA patients were implanted in 1977 in Sweden. Since then, BAHAs have evolved from skin-penetrating titanium screws to non-skin penetrating magnetic and softband devices. BAHAs bypass the outer and middle ear to conduct sound through bone, improving hearing for those with conductive or mixed hearing loss. They have been approved for use in both adults and children since the 1990s.
Sound is created by pressure disturbances traveling through an elastic medium like air. These pressure disturbances propagate as waves, which can be periodic or aperiodic. Periodic waves have regular, repeating patterns of vibration and are associated with the perception of pitch. They can be analyzed into combinations of sinusoidal components called harmonics. In contrast, aperiodic waves do not have a regular repeating pattern and are generally not associated with a clear pitch. Both periodic and aperiodic waves are important in speech communication.
This document discusses the history and current state of telehealth/telemedicine in the field of audiology. It provides definitions of key terms like telehealth, telemedicine, and telepractice. The goals of telehealth include increasing access to services, enhancing continuity of care, and potentially decreasing costs. The document reviews the history of telehealth dating back to the early 1900s and provides examples of current applications. It also discusses the perspectives of professional organizations like ASHA and AAA and how telehealth must adhere to the same standards of in-person care. A 2002 ASHA survey found 12% of audiologists had provided some telehealth services. The document outlines new clinical competencies for telehealth providers.
This document contains worksheets for children with learning disabilities, specifically dysgraphia. It includes 6 lessons to help with letter formation for the letters A, B, C, D. Each lesson contains objectives and activities to trace and write the uppercase and lowercase letters. The activities include tracing broken lines, connecting dots to form pictures, and writing the letters. The document was submitted by a student for a class and includes a reference section citing a website for handwriting help.
The document discusses accessibility in e-learning as a way to promote inclusion for students with disabilities. It notes that while technical accessibility standards exist, pedagogical accessibility is also important but less addressed. The research aims to develop guidelines for fully accessible e-learning courses through a participatory design process involving students with special education needs. This would provide a model for inclusive online course design in higher education that considers both technical and pedagogical accessibility factors.
Hata model + youngs model + okumara model summarizadKhalid Ali
The document discusses several radio propagation models used for predicting signal behavior in different environments:
1. The Hata model is based on the Okumura model and has separate models for urban, suburban, and open areas. The urban Hata model is most widely used for built up areas.
2. Mathematical formulations are provided for path loss prediction using the Hata model for various environments. Frequency range is 150-1500 MHz.
3. The Young model is based on data from New York City and models signal behavior in large cities with tall structures. Frequency range is 150 MHz to 3700 MHz.
4. The Okumura model was developed using data from Tokyo and serves as the basis for the
solution manual of goldsmith wireless communicationNIT Raipur
This document discusses various topics related to wireless communication systems including:
- Bursty data communication has advantages like narrow pulse widths and less transmission time but high bandwidth and peak power requirements.
- Error probability calculations show very high requirements for signal to noise ratio.
- Different types of satellite orbits have different transmission delays, with low earth orbit preferred for delays less than 30ms.
- Modeling voice and data users on a channel shows maximum revenue with 1 data user and 3 voice users.
- Smaller cell reuse distances allow more capacity but increase interference.
- Path loss calculations show much higher losses in urban versus rural environments due to more reflectors/scatterers.
- The two
NFC, or near field communication, is a short-range wireless communication technology that allows data exchange when devices are brought within close proximity of a few centimeters. It uses magnetic field induction to enable communication between electronic devices like smartphones. NFC operates at 13.56 MHz and supports data transfer rates from 106 to 424 kbps. Common applications of NFC include mobile payments, data sharing, and electronic ticketing/access control using touch-and-go interactions between devices. The technology is becoming increasingly common in smartphones and other mobile devices.
The document provides an overview of Near Field Communication (NFC) technology. It defines NFC as a short-range wireless connectivity standard that allows data exchange between electronic devices within 10cm of each other. The document discusses NFC's operating modes of reader/writer, card emulation, and peer-to-peer communication. It also describes NFC tags, the NDEF data format, mobile architecture, comparisons to other wireless technologies, and examples of NFC applications and trials.
Voice therapy to treat voice disorders, basics , different techniques, methods advantages and disadvantages, where and what method to choose? otorhinolaryngology ent
Mobile communication systems IntroductionNevil Dsouza
An electronic telecom device, often called a cellphone, connects to wireless networks through radio waves or satellites to provide voice calls, text messages, multimedia messages, internet browsing, and email. Mobile phones use various wireless communication standards including Bluetooth, Zigbee, Home RF, 2G, 3G, and 4G cellular networks to connect to networks and transmit data. 2G networks are the most widely used generation of mobile communication technology currently.
Digital hearing aids convert sound waves into digital code that can then be manipulated before being converted back to sound, allowing for more advanced sound processing than analog hearing aids. While analog hearing aids simply amplify sound waves, digital hearing aids can filter noise, adjust settings for different environments, and offer additional controls and saved profiles. However, analog hearing aids are generally cheaper than digital options. Both analog and digital hearing aids amplify sounds to improve hearing.
Near Field Communication (NFC) is a short-range wireless communication technology that allows data exchange between devices over short distances of around 10cm or less. It builds on RFID technology and was developed by Nokia, Philips, and Sony in 2004. NFC allows for both active and passive communication modes between NFC-enabled devices like smartphones. It has advantages over other wireless technologies like Bluetooth in providing instant connection without configuration. Potential applications include mobile payments, access control, and data sharing between devices with only a touch.
Wireless communication involves transmitting information such as voice and data through electromagnetic waves without wires. It allows for flexible and mobile connectivity between devices. The document discusses various topics related to wireless communication including point-to-point communication, multiuser systems, modulation techniques, channel models and capacity. It provides an overview of the evolution of wireless technologies and applications.
This document discusses various voice disorders including dysphonia, dysarthria, dysarthrophonia, and hoarseness. It describes the main causes of voice disorders as inflammatory, neoplastic/structural, neuromuscular, and muscle tension imbalance. Treatment options discussed include vocal hygiene and lifestyle advice, voice therapy, medical treatment such as for acid reflux, phonosurgery procedures, and in some cases Botulinum toxin injections. Specific voice disorders covered in detail include vocal fold polyps, nodules, Reinke's edema, and muscle tension dysphonia.
Mathematical model for communication channelssafeerakd
This document discusses mathematical models for communication channels. It begins by showing a block diagram of a basic digital communication system and defines the key components. It then discusses different types of communication channels and mediums that can be used to transmit signals, including wires, wireless spectra, and optical fibers. The rest of the document discusses several common mathematical models used to represent communication channels, including additive noise channels, linear filter channels, and linear time-variant filter channels. It also discusses parameters that characterize channels and limits on data transmission rates. Finally, it covers optimum receivers for signals corrupted by additive white Gaussian noise.
Digital signal processing (DSP) involves converting analog signals to digital signals and manipulating the digital signals using software algorithms. DSP systems use analog-to-digital conversion to convert analog signals to digital signals represented as sequences of numbers. They then process the digital signals using a digital signal processor and convert them back to analog signals using digital-to-analog conversion. Key techniques in DSP include decomposing signals into simple components, processing the components individually, and then combining the results.
Speech language impairment early identification of speech and language disorderTrisha_m
It is shown that at least 2-3% kids born with communication disability and most of those infants have speech and language disorder.
All the parent know their own child behavior and compare them with other kids or their own sibling. Every child is different and also learn skills differently at his or her pace. However, the normal range for speech and language development depends on your child’s ability to understand and learn a language. There are many factors that play role in his development like surrounding environment, whether or not your kid is exposed to other people interaction. A difficulty in communication can also be a sign of autism.
The document discusses terahertz communication, which uses the terahertz band between 0.3-10 THz for wireless communication. It notes terahertz communication could provide multi-gigabit data rates and help realize applications requiring very high bandwidth. However, challenges include high propagation losses, molecular absorption effects, and short communication ranges. Potential solutions discussed include using ultra-massive MIMO arrays, reconfigurable intelligent surfaces to enhance beamforming gains and extend communication ranges, and distance-aware waveform/modulation designs optimized for terahertz bands.
Bone-anchored hearing aids (BAHAs) were developed starting in the 1970s based on the discovery of osseointegration - the direct bonding of titanium implants to bone. The first BAHA patients were implanted in 1977 in Sweden. Since then, BAHAs have evolved from skin-penetrating titanium screws to non-skin penetrating magnetic and softband devices. BAHAs bypass the outer and middle ear to conduct sound through bone, improving hearing for those with conductive or mixed hearing loss. They have been approved for use in both adults and children since the 1990s.
Sound is created by pressure disturbances traveling through an elastic medium like air. These pressure disturbances propagate as waves, which can be periodic or aperiodic. Periodic waves have regular, repeating patterns of vibration and are associated with the perception of pitch. They can be analyzed into combinations of sinusoidal components called harmonics. In contrast, aperiodic waves do not have a regular repeating pattern and are generally not associated with a clear pitch. Both periodic and aperiodic waves are important in speech communication.
This document discusses the history and current state of telehealth/telemedicine in the field of audiology. It provides definitions of key terms like telehealth, telemedicine, and telepractice. The goals of telehealth include increasing access to services, enhancing continuity of care, and potentially decreasing costs. The document reviews the history of telehealth dating back to the early 1900s and provides examples of current applications. It also discusses the perspectives of professional organizations like ASHA and AAA and how telehealth must adhere to the same standards of in-person care. A 2002 ASHA survey found 12% of audiologists had provided some telehealth services. The document outlines new clinical competencies for telehealth providers.
This document contains worksheets for children with learning disabilities, specifically dysgraphia. It includes 6 lessons to help with letter formation for the letters A, B, C, D. Each lesson contains objectives and activities to trace and write the uppercase and lowercase letters. The activities include tracing broken lines, connecting dots to form pictures, and writing the letters. The document was submitted by a student for a class and includes a reference section citing a website for handwriting help.
The document discusses accessibility in e-learning as a way to promote inclusion for students with disabilities. It notes that while technical accessibility standards exist, pedagogical accessibility is also important but less addressed. The research aims to develop guidelines for fully accessible e-learning courses through a participatory design process involving students with special education needs. This would provide a model for inclusive online course design in higher education that considers both technical and pedagogical accessibility factors.
This chapter summarizes the findings, conclusions, and recommendations of the research study. Key findings include: as grade level increases, the number of male and female students with learning disabilities also increases; the most common types of learning disabilities are dyslexia and dysgraphia; common characteristics of students with learning disabilities are messy papers, poor letter formation, and difficulty processing language; and response-to-intervention is commonly used to help students with learning disabilities. The conclusion is that classrooms should have appropriate student-teacher ratios and facilities to support students with special needs. Recommendations include training teachers, considering different learning strategies, and raising community awareness of special needs.
This study examined cases of learning disabilities among primary grade students at Lagui-Sail Elementary School. The researcher found that dyslexia and dysgraphia were the most common types of learning disabilities. Common characteristics included messy writing, errors, slow processing, and difficulty with written tasks. Most teachers used remediation techniques, with an emphasis on response to intervention. The study provided insight into learning disabilities at the primary level to help teachers better support students.
This document provides background information on learning disabilities. It discusses how learning disabilities can affect children's performance in school even if they are of average or above average intelligence. It states that the prevalence of learning disabilities among school-aged children is estimated between 6-8%. The document then outlines the statement of the problem, significance of the study, scope and delimitations, and defines key terms related to specific types of learning disabilities.
This document discusses several behavior modification techniques used in educational settings, including token reinforcement systems, timeout, ignoring, and contracting. It provides details on how each technique works and recommendations for effective implementation. Token reinforcement systems use tokens that can be exchanged for rewards to encourage positive behaviors. Timeout involves separating a child from rewarding environments when misbehaving to reduce reinforcement of undesirable actions. Ignoring aims to reduce attention-seeking behaviors by refusing to acknowledge them. Contracting establishes agreements between teachers and students where good behavior is rewarded.
This document provides a bibliography of 14 sources related to special education, learning disabilities, and strategies for teaching students with special needs. The sources cover topics like identifying children with special needs, managing children with learning disabilities, autism, and ADHD. They also address understanding overlapping developmental disorders, facilitating learning as a metacognitive process, transition to postsecondary education for students with disabilities, and checklists for identifying learning disabilities. The sources include books, training modules, and publications focused on providing teachers and educators with information to support students with special needs.
This document contains worksheets for teaching students with dyscalculia the numbers 0 through 3. It includes 7 activities for each number to help students identify, write, trace, and count the numbers. The objectives are to identify and write the numbers zero through three correctly. The activities include tracing numbers, coloring boxes, writing numbers, and counting objects to work on number identification and formation.
This document summarizes the literature review on learning disabilities. It discusses definitions of learning disabilities from various sources over time. Learning disabilities were first defined in the 1960s and have since generated debate due to differing professional perspectives. The document also reviews the history of learning disabilities, tracing understandings from initial conceptualizations as brain damage to the establishment of the field in the 1960s-1970s. Causes of learning disabilities discussed include genetic and prenatal developmental factors.
This chapter discusses the results of analyzing data collected on cases of learning disabilities in primary grades. The highest number of observed students with learning difficulties were in 3rd grade (44%). Tables show the number of cases increased with grade level. A correlation analysis found the total number of students highly correlated with the total number of learning difficulty cases. The most common types of learning difficulties observed were dyslexia and dysgraphia. Characteristics of dyslexia included problems with reading, writing, and language skills. This study provides insight into prevalence and types of learning difficulties in primary grades.
This document contains a series of worksheets to help students with dyslexia practice sounding out words. It provides lists of words beginning with different letter combinations (e.g. "at", "an", "ag") and has the students read the words out loud. It then reviews previous letter combinations. Later pages have the students read short sentences applying the letter combinations. The goal is to help students improve their reading skills through repeated phonics practice.
This chapter outlines the methodology used in the study. The study used a descriptive analytic research design to gather information about existing conditions at Lagui-Sail Elementary School. The researcher utilized questionnaires, checklists, and observation to collect descriptive data on learning disabilities among primary grade students. The entire primary student population was included in the sample. Data was analyzed using statistical methods like percentage, ranking, and Pearson's correlation coefficient to interpret the results.
A learning disability is a disorder that affects one or more basic psychological processes involved in understanding or using spoken or written language. It can manifest as difficulties with listening, thinking, speaking, reading, writing, spelling, or math. Common causes include genetics, problems during pregnancy/birth, brain injuries, and environmental factors like poor early education. Learning disabilities are diagnosed by comparing IQ and achievement test scores - a significant discrepancy indicates a learning disability. Specific types of learning disabilities include dyslexia, dysgraphia, dyscalculia, and others related to language, motor skills, sensory processing and more.
The document discusses learning disabilities (LD), including definitions, types, identification processes, prevalence rates, student characteristics, and intervention strategies. It defines LD as difficulties with language-based skills like reading, writing, listening, speaking, and math. Common types include dyslexia, dysgraphia, and dyscalculia. Identification involves assessing discrepancies between IQ and achievement, and most students are identified by third grade. Prevalence rates for LD in public schools are around 5% of students. Effective interventions emphasize explicit, targeted instruction in areas like phonological awareness, decoding, and comprehension skills. Teacher training is important to address LD properly.
This document discusses a case study of a student named Zek who is struggling with reading in 3rd grade. Initial assessments found gaps in Zek's phonemic awareness and letter identification skills. The teacher implemented a 10-day program to teach Zek letters and their sounds. Data was collected on Zek's progress, finding a discrepancy between his actual and desired levels of letter recognition and sounds. The program helped Zek start to identify letters and sounds, though continued support will be needed for him to fully develop reading skills. The document advocates for early identification and intervention for students at risk for reading difficulties.
This study aims to assess the level of spelling skills of Grade 6 pupils in Doña Matilde Memorial Elementary School. It will determine the profile of respondents in terms of sex and section. It will also identify the level of spelling skills as beginner, intermediate, or advanced. Additionally, it will analyze factors like lexical and non-lexical knowledge that affect spelling skills. The study uses a descriptive research design and questionnaire to collect data from a sample of 82 pupils selected through Slovin's formula. The theoretical framework is the Dual-Route theory of spelling.
Annapoorani Chockalingam -- Learning Difficulties amongst ChildrenDream A Dream
This document provides information about Brindavan Education Trust, which aims to help children with learning disabilities. It discusses that learning disabilities affect 8-13% of the Indian population and manifest as difficulties in specific areas like reading, writing, spelling, mathematics, language, and behavior. Common characteristics of children with learning disabilities are then described for each of these areas. The document emphasizes adopting a team approach with parents, teachers, and professionals to properly assess children and determine the right educational placement, whether it be an inclusive classroom, resource room, or after-school program. It provides tips for classroom teachers and parents to help children with learning disabilities.
This resource provides information to help teachers and parents identify potential reading difficulties in students. It lists "red flags" in preschoolers and early elementary students that could indicate problems with reading acquisition or efficiency, such as not knowing letter sounds or struggling to blend sounds. The purpose is to increase awareness, not diagnose specific disorders. The document also describes dyslexia as a difficulty with reading fluency and comprehension despite normal intelligence, involving issues with phonological awareness and other language skills. It aims to help teachers support students with reading difficulties through assessments and targeted teaching strategies.
House on Mango Street Adult Education Guide 2008Cheyenne Tuller
This document provides an introduction and recommendations for using an adult education guide created to help low-level adult readers participate in a community book reading project of The House on Mango Street. It was created by staff at the Donald H. Londer Learning Center in Portland, Oregon for a 2005 reading event. The guide divides the book into themes, provides vocabulary lists and activities for each section, and offers tips for making the reading accessible for adults with literacy challenges. The goal is to help more community members be included in the book discussion through planning and background materials.
Writing is one of the important skills to be learnt like readingIshwor Kadel
Writing is an important language skill that requires regular practice from an early age in order to develop proficiency. It helps students both during and after their education. While the other language skills of reading, listening and speaking may be easier to learn, writing takes more work to master grammar, sentence structure, vocabulary, and logical organization. At school, language teachers should balance instruction across all four skills and create an environment where students can practice regularly with guidance. However, in Nepal, classroom teaching is often not student-centered, relying too heavily on one-sided lectures. As a result, many students struggle with writing later in their education and careers when strong writing abilities are required for tasks like exams, thesis papers, job applications and interviews.
The document introduces the characters of Alex and his friends who are part of the Teen Scene drama and music group. It provides a short self-introduction for each character, describing their name, age, interests and personality traits. The characters introduced are Lori Hudson, Joseph Sanders, Karen Jackson, Diane Sanders, and Alex Romero. Each character shares some biographical details and how they would describe their own personality.
This document provides an overview of the curriculum and schedule for a 4th grade classroom. It discusses the teacher's background and experience. A typical school day involves morning and afternoon routines, specials, and closing activities. Homework focuses on math fluency and reading, and is assigned Monday through Thursday. Standards-based report cards are issued three times a year. Subjects covered include reading, writing, spelling, math, science, social studies, and S.M.A.R.T. time. Several field trips are planned. The classroom uses a 7 Habits approach and has an open door policy for parents.
This document discusses teaching students with different abilities and challenges in an inclusive classroom. It defines specific learning disabilities and describes symptoms of conditions like ADHD, autism, dyslexia and dysgraphia. It also outlines strategies for effective teaching in an inclusive classroom, including consistent routines, visual instructions, structured layout and explaining assignments clearly. While inclusion has challenges, research shows benefits for both special needs and general education students, as well as teachers, when implemented properly.
This document provides information from a Kindergarten Title I event for parents. It introduces the Kindergarten teachers and discusses expectations for students, attendance policies, homework, behavior rules, journal writing, upcoming dates, and examples of student work. Questions from parents are also taken at the end. The purpose is to inform and engage parents on what their children will be learning in Kindergarten.
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TYPES OF LEARNING DISABILITIES IN CHIDRENAmrutha M V
This document discusses three types of learning disabilities: dyslexia, dysgraphia, and dyscalculia. It outlines the common characteristics of each, including difficulties with oral language, reading, and written language for dyslexia, irregular handwriting for dysgraphia, and understanding and using numbers for dyscalculia.
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2. 46
Republic of the Philippines
Mariano Marcos State University
COLLEGE OF TEACHER EDUCATION
Laoag City
September 11, 2014
MR. PEDRO S. RAMOS
Principal
Lagui-Sail Elementary School
Laoag City
Sir:
Warmest Greetings!
I am Karen Grace M. Alvaro, a third year student of Mariano Marcos State University-
College of Teacher Education, is currently conducting a research titled “ Cases of Learning
Disability/Difficulty Learners in Primary Grade Levels” as a partial fulfilment of the
requirements in SPED 119 (Research in Special Education).
In connection to this, may I respectfully request your permission to observe classes I
primary grade levels (Grade 1 to Grade 3) and to distributed questionnaires and checklists among
primary grade level teachers and advisers. I will guarantee that the needed and gathered
information will be kept confidentially and with the use for research purposes only.
Thank you for your kindness and approval to this request. God bless you!
Very Respectfully Yours,
KAREN GRACE M. ALVARO
Researcher
NOTED BY:
DR. ELIZA T. SAMSON
Professor
3. 47
Checklist for Learning Disabilities
Adapted from the book Learning Disabilities A to Z written by Smith An Strick
Name of the Child: ______________________________________________________________
Age: ________________________________________ Sex: _____________________________
Grade: ____________ School: ____________________________________________________
Direction: Put a checkmark (/) on the space corresponding to the characteristics manifested by
the pupils being observed. Please complete every item.
Characteristics Yes No Not Observed
Writing
Dislikes and avoids writing
Delays in learning to write
Papers are messy and incomplete; many cross-
outs and erasures
Difficulty remembering shapes of letters and
numbers
Frequent letter and number reversals
Uneven spacing between letters and words
Omits letters from words and words from
sentences
Inaccurate copying
Poor spelling (spells phonetically)
Cannot spot errors in own work
Difficulty preparing outlines and organizing
written work
Written assignments are short or incomplete;
often characterized by brief sentences, limited
vocabulary
Problems with grammar persists
Bizarre spelling errors (not phonetic); pupils may
unable to decipher own spelling
Ideas in written assignments are poorly
organized, not logically presented
Little theme development; pupils are more likely
to write bare lists of points or events than
provide details or develop ideas, characters, or
plot
On tests, consistently does better with multiple-
4. 48
choice questions than essays or filling in banks
Reading
Confuses similar-looking letters (b and d, p and
q)
Difficulty recognizing and remembering “sight
words (but can sounds words out phonetically)
Frequent loses place when reading
Confuses similar-looking words (bread and
beard)
Reverses words (reads was for saw)
Has trouble finding letters in words or words in
sentences
Poor memory for printed words (also number
sequences, diagrams, illustrations, and so on)
Poor comprehension of main ideas and themes
Fine motor
Poor handwriting (sloppy, illegible, poor
spacing, inconsistent letter size, no consistent
font style, strays from lines on paper)
Papers are messy (torn and crumples with many
cross-outs smudges, and incomplete erasures)
Marked slowness, exceptional effort, and
frustration noted writing tasks
Dislike and avoidance of writing or drawing
Content/style of written assignments (poor
primary focus is on aligned numerals)
In severe cases, difficulty learning keyboard
skills
Comprehension for what has been read id
consistently poor, or deteriorates when sentences
become longer and more complex
Poor retention of new vocabulary words
Dislikes and avoids reading
5. 49
The Specific Learning Disability Rating Scale
Based from Glynis Hannell Giftedness Checklist
Directions: Each item that applies to the child or adolescent should be checked off using the
following rating scale.
1 Not at all, does not apply
2 Mild, sometimes observed, applies to some extent
3 Moderate, often observed, certainly applies
4 Sever, frequently observed, strongly applies
Please use 0 to indicate that an item has been considered and does not apply. If the 0 is not
checked, it is not clear if the item has been overlooked.
Visual motor difficulties
Was or is slow to learn how to write 1 2 3 4
Does poor bookwork; is untidy, slow, messy 1 2 3 4
Mixes upper and lowercase letters 1 2 3 4
Has difficulties working as fast as other students 1 2 3 4
Has poor coordination; is clumsy 1 2 3 4
Loses place when reading; uses finger to keep track 1 2 3 4
Reverses letters and numbers after the age of 7 1 2 3 4
Disliked puzzles and drawing as a younger child 1 2 3 4
Has difficulties with sustained writing; hand gets tired very quickly 1 2 3 4
Has poor posture; slumps on desk when working; fidgets sitting on the
floor
1 2 3 4
Pupil’s Name: _______________________________________________________________________
Pupil’s Age _________________________________________________________________________
Name of the Person Completing the Rating Scale ___________________________________________
Relationship to the Pupil ______________________________________________________________
Date Accomplished __________________________________________________________________
6. 50
Concentration Difficulties
Is attentive, in a daydream 1 2 3 4
Is easily distracted 1 2 3 4
Has been diagnosed as having Attention-Deficit Disorder 1 2 3 4
Is often restless and fidgety 1 2 3 4
Is often impulsive; does not stop and think; calls out in class 1 2 3 4
Makes many careless errors 1 2 3 4
Cannot rad for more than a short period of time 1 2 3 4
Is poorly organized; often forgets books, equipment 1 2 3 4
Additional Comments and Observations:
7. 51
Checklist for Specific Learning Disabilities
Adapted from Winand H. Dittrich and Rona Tutt, 2008
Name of the Child: ______________________________________________________________
Age: ________________________________________ Sex: _____________________________
Grade: ____________ School: ____________________________________________________
Directions: Each item that applies to the child or pupil should be checked off using the
following rating scale.
5 Always
4 Often
3 Sometimes
2 Rarely
1 Never
Symptoms 1 2 3 4 5
Dyslexia
Slow to learn sounds
Muddles vowel sounds
Slow to blend words
Sequences letters incorrectly
Copies down incorrectly
Disorganized
Needs time to process spoken language
Weak speller
Dysgraphia
Letters poorly formed
Handwriting untidy
Often writes very little
Difficulty organizing ideas to put them on to paper
Body posture abnormal: lying on desk or moving
across desk as writing moves across page
8. 52
Lagui-Sail Elementary School
Brgy. 54-A Lagui-Sail, Laoag City
List of Pupils
Grade I
Mrs. Cezanne A. Bernardino
Teacher I
Boy
1. Agudong, Christian Danielle D.
2. Asuncion, Neal Boy A.
3. Barroga, Gian Jay M.
4. Dagan, Jeremy Dave B.
5. Eric, John Ashley R.
6. Guerrero, Hilarion Jr. J.
7. Guillermo, Jiro Erosh G.
8. Jacinto, Raja Ransen John A.
9. Jose, Alexus Bryan D.
10. Ramos, Zane Thirdee Blu
11. Ringpis, Mc John M.
12. Rollon, Mark Cedie G.
13. San Juan, John Reign
Girls
1. Badua, Khaizen Karyl S.
2. Camit, Sunshine Mae L.
3. Curameng, Aliza Cloiu S.
4. Curameng, Jennea Leirish D.
5. Espana, Liza
6. Jacinto, Princess Thalian A.
7. Marcos, Irene Tricia B.
8. Racsa, Cristine Joy
9. Ventura, Trisha Mae R.
Total: 22 Pupils
9. 53
Lagui-Sail Elementary School
Brgy. 54-A Lagui-Sail, Laoag City
List of Pupils
Grade II
Mrs. Primrose R. Pastor
Teacher III
Boys
1. Andres, AJ Matthew
2. Andres, Marley Anderson R.
3. Asuncion, Danny M.
4. Bacani, Gayland R.
5. Bumanglag, Jaybee L.
6. Geurerro, Elmhar Jade B.
7. Manibog, James Vincent D.
8. Pascual, Karl Daye I.
9. Saducas, Ryan Jake R.
Girls
1. Acosta, Kaye Irish R.
2. Agullana, Bhea N.
3. Bautista, Jemima E.
4. Bumanglag, Juliana Aleina R.
5. Cleope, Mary Jane R.
6. Domingo, Jillian Khate R.
7. Duran, Abigail T.
8. Erica, Frace Jamaica R.
9. Ignacio, Rogelyn D.
10. Maros, Kristine Joy
11. Medina, Marianne Angel U.
12. Medina, Rochelle Joy G.
13. Rafael, Ma. Jennelle P
14. Ramos, Angeline A.
15. Ramos, Kreizelle Weign
Total: 24 Pupils
10. 54
Lagui-Sail Elementary School
Brgy. 54-A Lagui-Sail, Laoag City
List of Pupils
Grade III
Mrs. Leticia S. Daguro
Teacher II
Boys
1. Acosta, Kier Cynell R.
2. Agnir, Richard R.
3. Asuncion, Jasper Gian Y.
4. Bumanglag, Justin Mark R.
5. Calumag, Gian Ashley A.
6. Duldulao, Bench Ezekiel M.
7. Florague, Aron Josh M.
8. Gonzales Jr., Artemio M.
9. Guererro, Calvin James P.
10. Guererro, Jhay Mark B.
11. Lingan, Raphael Jay C.
12. Medina, Christian Mark C.
13. Medina, Jhon Lester C.
14. Medina, Marvin D.
15. Nolasco, Jan Hersen L.
16. Ragadi, Christian R.
17. Ragadi, Vhon Jayvee L.
18. Ramos Mark Harris T.
19. Rivera, Franzen Thomas
20. Valdez, Mark Daniel R.
Total: 37 Pupils
Girls
1. Andres, Marsha Nicole R.
2. Asuncion, Alexandra Nicole
3. Buatista, Mae T.
4. Baysa, Aira Lei C.
5. Camit, Francisca Q.
6. Geurerro, Sharina Jane J.
7. Jose, Nicole Jane D.
8. Manapat, Casper Irra M.
9. Medina, Chrizel Joy A.
10. Medina, Chryzzamel Riz A.
11. Medina, Leah Marie B.
12. Passion, Rica Jasmin Mae B.
13. Raboy, Zhil Anne Akina R.
14. Ragadi, Claudine Jane A.
15. Ramos, Gheryl Anne T.
16. Rivera, Jessamine Keith A.
17. Salvador, Abigail A.
11. 55
Tables
Table 1.1 Profile of the Observed Primary Grade Level Pupils
Primary Grade Levels Boys Girls Total
Grade I 13 9 22
Grade II 9 15 24
Grade III 20 17 38
Total 42 39 83
n= 83
Primary Grade Levels Boys (%) Girls (%) Total (%)
Grade I 16 11 27
Grade II 11 18 29
Grade III 24 20 44
Total 51 49 100
n= 83
Table 1.2 Cases of Learning Disability/Difficulty
Primary Grade Levels Number of cases
Grade I 1
Grade II 2
Grade III 3
Total 6
n= 83
12. 56
Primary Grade Levels Total (%)
Grade I 1
Grade II 2
Grade III 4
Total 7
n= 83
Table 2.1 Prevalence Type of Learning Disability/Difficulty
Types of Learning
Disability/Difficulty
Number of Pupils Total
Dyslexia 4 4
Dyscalculia 0 0
Dysgraphia 2 2
Dyspraxia 0 0
Dysarthria 0 0
Visual Agnosia 0 0
Auditory Agnosia 0 0
Olfactory Agnosia 0 0
Motor Aphasia 0 0
Total 6 6
n= 84
13. 57
Table 2.1 Prevalence Type of Learning Disability/Difficulty
Types of Learning
Disability/Difficulty
Number of Pupils
(%)
Total
(%)
Dyslexia 5 5
Dyscalculia 0 0
Dysgraphia 2 2
Dyspraxia 0 0
Dysarthria 0 0
Visual Agnosia 0 0
Auditory Agnosia 0 0
Olfactory Agnosia 0 0
Motor Aphasia 0 0
Total 7 7
n= 84
14. 58
Table 2.2 The Occurrence of Type of Learning Disability/Difficulty Among
Learning Disabled Pupils
Types of Learning
Disability/Difficulty
Number of Pupils Total
Dyslexia 4 4
Dyscalculia 0 0
Dysgraphia 2 2
Dyspraxia 0 0
Dysarthria 0 0
Visual Agnosia 0 0
Auditory Agnosia 0 0
Olfactory Agnosia 0 0
Motor Aphasia 0 0
Total 7 7
n= 6
15. 59
Table 2.2 The Occurrence of Type of Learning Disability/Difficulty Among
Learning Disabled Pupils
Types of Learning
Disability/Difficulty
Number of Pupils
(%)
Total
(%)
Dyslexia 67 67
Dyscalculia 0 0
Dysgraphia 33 33
Dyspraxia 0 0
Dysarthria 0 0
Visual Agnosia 0 0
Auditory Agnosia 0 0
Olfactory Agnosia 0 0
Motor Aphasia 0 0
Total 100 100
n= 6
Table 3.1 Characteristics of Dyslexic Learner in Primary Grade Level
Item # 1 2 3 4 5 T 𝒙 R I
1 0 2 1 0 3 22 3.67 5 Often
2 0 2 1 0 3 22 3.67 5 Often
3 0 2 1 0 3 22 3.67 5 Often
4 0 0 0 3 3 27 4.5 2.5 Often
5 0 0 0 3 3 27 4.5 2.5 Often
6 0 0 0 1 5 29 4.83 1 Always
7 0 2 1 3 0 19 3.17 7 Sometimes
8 0 2 1 2 1 20 3.33 8 Sometimes