This research paper aims to give post-secondary students with dyslexia a “voice” (Fuller et al., 2004, p. 459) in the academic domain. I offer a self-reflexive account of what I am
discovering about a learning disability termed “dyslexia” from teaching ‘Hiro’ as a private subject tutor. This paper has been peer reviewed by the University of Tasmania, Faculty of Education.
The Causes of Writing Apprehension through Students’ PerspectiveYasser Al-Shboul
Although studies on the causes of writing apprehension on native learners of English have been
done extensively, studies on English as foreign language (EFL) learners are scant. In fact, limited studies have
examined writing apprehension experienced by EFL postgraduate learners, in particular written academic
discourse. Therefore, the study focused on writing apprehension experienced by Jordanian EFL learners when
writing their PhD thesis in Malaysia. The objective of the study was to explore the causes of writing
apprehension among Jordanian PhD students at Universiti Utara Malaysia. In this qualitative case study, the
researchers interviewed 21 Jordanian PhD students. Four main themes emerged pertaining to causes of
writing apprehension which are Lack of knowledge in English structure, Negative attitude toward writing,
Negative writing experience in the past, and Inadequate knowledge in academic writing. The study concluded
that writing apprehension was a prevalent phenomenon among the students. The study contributes to the body
of knowledge on writing apprehension related to the causes of writing apprehension. It highlights internal and
external factors which contribute to writing apprehension.
THE EFFECTS OF WRITING APPREHENSION AMONG JORDANIAN PHD STUDENTS' PERSPECTIVESYasser Al-Shboul
The purpose of this paper was to discover writing apprehension experiences of Jordanian PhD students at
Universiti Utara Malaysia. This study adopted a qualitative case study approach. The sampling of participant
was done through purposive sampling in order to select information rich cases. The sampling strategy was
homogeneous sampling to find the characteristics of the sub-group of the whole population. Data collection was
done through interviewing Jordanian PhD students. Twenty one students were interviewed to get their
perspectives on the writing apprehension phenomenon. The main objective was investigated: the effects of
writing apprehension. In terms of the effects of writing apprehension, three main themes were found such as
personal effect, social effect, and academic effect. The study concluded that writing apprehension is a prevalent
phenomenon among the participants. All the participants expressed experiencing writing apprehension ranging
from low, moderate or high level.
This study focuses on the listening anxiety experienced by teacher candidates (TCs) in Iran and Turkey. Using different data collection methods, including two questionnaires, listening test, and semi-structured interviews, this study tried to investigate the factors behind Foreign Language Listening Anxiety (FLLA) among Iranian teacher candidates (TCs). The participants of the study in Iran context were 29 teacher candidates studying at BA level in English Language Teaching. All of the participants were asked to complete these two questionnaires with the background information regarding their age, gender, years of language study. The participants’ answers to FLLAS and FLCAS were analyzed with spss to obtain frequencies and percentages. The results were compared to the same study by Bekleyen. The findings revealed that Iranian TCs experienced a high level of FLLA compared to Turkish TCs and showed a significant positive correlation between FLLA and FLCA, which means that teacher candidates with higher levels of language anxiety tended to have higher levels of listening anxiety. In addition, interview data suggested that Iranian and Turkish participants’ FLLA mostly originated from the same source: inadequacy of past education in listening skill. Furthermore, practice was the most frequent strategy used by participants in these two countries to overcome this kind of anxiety.
This paper investigated factors influencing students’ pronunciation. Pronunciation is one of the important aspects of the learning of English. When mastering English pronunciation, many non-native English speakers have difficulty pronouncing certain words that contain the phonemes not used in their native languages. This paper also reported several aspects that might influence pronunciation. The pronunciation aspect investigated in this research paper was the English interdental consonants [θ] and [ð], which are not available in the Indonesian language sound system. This qualitative research used interviews as a method for collecting primary data. The researchers interviewed twenty participants from the English Language Education Study Program (ELESP) of Sanata Dharma University, Yogyakarta, Indonesia, related to the pronunciation of the two interdental consonant sounds. The findings showed that the mother tongue, age, and teacher instruction on target language exposures affected the ELESP students’ (mis)pronunciation. Pedagogical implications of the findings are English teachers can assist their students in overcoming pronunciation challenges involving the two interdental consonants and pronunciation textbook writers should provide more pronunciation practices focusing on [θ] and [ð] sounds.
The Causes of Writing Apprehension through Students’ PerspectiveYasser Al-Shboul
Although studies on the causes of writing apprehension on native learners of English have been
done extensively, studies on English as foreign language (EFL) learners are scant. In fact, limited studies have
examined writing apprehension experienced by EFL postgraduate learners, in particular written academic
discourse. Therefore, the study focused on writing apprehension experienced by Jordanian EFL learners when
writing their PhD thesis in Malaysia. The objective of the study was to explore the causes of writing
apprehension among Jordanian PhD students at Universiti Utara Malaysia. In this qualitative case study, the
researchers interviewed 21 Jordanian PhD students. Four main themes emerged pertaining to causes of
writing apprehension which are Lack of knowledge in English structure, Negative attitude toward writing,
Negative writing experience in the past, and Inadequate knowledge in academic writing. The study concluded
that writing apprehension was a prevalent phenomenon among the students. The study contributes to the body
of knowledge on writing apprehension related to the causes of writing apprehension. It highlights internal and
external factors which contribute to writing apprehension.
THE EFFECTS OF WRITING APPREHENSION AMONG JORDANIAN PHD STUDENTS' PERSPECTIVESYasser Al-Shboul
The purpose of this paper was to discover writing apprehension experiences of Jordanian PhD students at
Universiti Utara Malaysia. This study adopted a qualitative case study approach. The sampling of participant
was done through purposive sampling in order to select information rich cases. The sampling strategy was
homogeneous sampling to find the characteristics of the sub-group of the whole population. Data collection was
done through interviewing Jordanian PhD students. Twenty one students were interviewed to get their
perspectives on the writing apprehension phenomenon. The main objective was investigated: the effects of
writing apprehension. In terms of the effects of writing apprehension, three main themes were found such as
personal effect, social effect, and academic effect. The study concluded that writing apprehension is a prevalent
phenomenon among the participants. All the participants expressed experiencing writing apprehension ranging
from low, moderate or high level.
This study focuses on the listening anxiety experienced by teacher candidates (TCs) in Iran and Turkey. Using different data collection methods, including two questionnaires, listening test, and semi-structured interviews, this study tried to investigate the factors behind Foreign Language Listening Anxiety (FLLA) among Iranian teacher candidates (TCs). The participants of the study in Iran context were 29 teacher candidates studying at BA level in English Language Teaching. All of the participants were asked to complete these two questionnaires with the background information regarding their age, gender, years of language study. The participants’ answers to FLLAS and FLCAS were analyzed with spss to obtain frequencies and percentages. The results were compared to the same study by Bekleyen. The findings revealed that Iranian TCs experienced a high level of FLLA compared to Turkish TCs and showed a significant positive correlation between FLLA and FLCA, which means that teacher candidates with higher levels of language anxiety tended to have higher levels of listening anxiety. In addition, interview data suggested that Iranian and Turkish participants’ FLLA mostly originated from the same source: inadequacy of past education in listening skill. Furthermore, practice was the most frequent strategy used by participants in these two countries to overcome this kind of anxiety.
This paper investigated factors influencing students’ pronunciation. Pronunciation is one of the important aspects of the learning of English. When mastering English pronunciation, many non-native English speakers have difficulty pronouncing certain words that contain the phonemes not used in their native languages. This paper also reported several aspects that might influence pronunciation. The pronunciation aspect investigated in this research paper was the English interdental consonants [θ] and [ð], which are not available in the Indonesian language sound system. This qualitative research used interviews as a method for collecting primary data. The researchers interviewed twenty participants from the English Language Education Study Program (ELESP) of Sanata Dharma University, Yogyakarta, Indonesia, related to the pronunciation of the two interdental consonant sounds. The findings showed that the mother tongue, age, and teacher instruction on target language exposures affected the ELESP students’ (mis)pronunciation. Pedagogical implications of the findings are English teachers can assist their students in overcoming pronunciation challenges involving the two interdental consonants and pronunciation textbook writers should provide more pronunciation practices focusing on [θ] and [ð] sounds.
A Study on the Perception of Jordanian EFL Learners’ Pragmatic Transfer of Re...Yasser Al-Shboul
This study investigates the perception of Jordanian EFL learners’ (JEFL) pragmatic transfer of refusal strategies in
terms of contextual and cultural factors. Data were collected using a discourse completion test (DCT) and a scaledresponse
questionnaire (SRQ) to elicit perception data from the participants. Data from the SRQ were analyzed based
on the speaker’s right to refuse the initiating act. Findings revealed that the right the speaker has to refuse the initiating
act was assigned high ratings by the three groups (i.e., M > 3.00) in all social categories. Individually, however, the
groups displayed the rating value differently where the AEL1 group’s perception of the speaker’s right was relatively
higher than that of the JEFL and JAL1 groups in all the social categories. The JEFL participants’ negative pragmatic
transfer criteria were met in the first and third social categories. The study concludes with a discussion of important
directions for future research.
The purpose of this study was to identify the psychological factors involved in oral communication of ESL students. The research aimed to uncover the psychological barriers like learner’s self-esteem and self-opinions in oral competency of ESL students at graduate level. The investigation was carried out at Bahawalpur, Pakistan. This research was reported on a survey study and used a questionnaire for the students and interview format for the teachers as tools to investigate the issue. The interview was taken from forty highly experienced ESL/EFL teachers; and for questionnaire almost 100 students from each college were selected, total 498 ESL students participated in this research. The data provided through interview from teacher was analyzed qualitatively and the data from the students was analyzed through SPSS and Microsoft Excel. The following conclusion was drawn from the data collected from this investigation: Psychological factors affect student’s oral competency. This investigation has proved informative implications and suggested a variety of strategies for learners to cope with second language anxiety and for teachers to recognize and handle the learner’s fears.
Here is a white paper that describes the background,methodology, and research using in creating Rourke Educational Media's Eread and Report.
Bill McIntosh
Authorized Consultant for Rourke Educational Media
Phone :843-442-8888
Email : bill@rourkeeducationalmedia.com
Rourke Educational Media Website :
www.rourkeducationalmedia.com
Toll free # 800.394.7055
Ask me about eRead and Report
The eContent solution to Increased Rigor and Metacognition
It has been repeatedly suggested that there are L1 interference and gender-related differences in second language acquisition. This study aims to investigate L1 transfer and sex effect on fricative learning by comparing the spectral peak value of the target fricatives /s / and F2 onset of their following vowels produced by late Cantonese-Mandarin bilinguals and L1 Mandarin speakers. The results indicated that there were significant gender effects in /s/ and / /, yet no significant gender effect in / /. And there were statistically significant differences in /s/ and / /, but no significant differences in / / between the two language groups.
Embarking The Six Thinking Hats in EFL Students’ Dissertation Writing at Saida University
Dr. Nadia Ghounane & Dr. Hanane Rabahi,
Department of English Language and Literature, Faculty of Letters, Languages and Arts,
Saida University, Dr. Moulay Tahar, Algeria & Department of English Language and Literature, Faculty of Letters and Languages, Maghnia University Centre, Algeria
The present study aims to provide some helpful techniques that guide EFL students in writing essays based on de Bono’s The Six Thinking Hats, hoping that these techniques can help EFL Master Students in writing their dissertations. The researchers selected first-year Master's students at Dr. Moulay Tahar University, Saida. The sample of the study consists of 39 students forming the experimental group. Before starting the experiment, the group had a pretest. After that, they were taught how to use the Six Thinking Hats Approach in writing the abstract and general introduction. The findings of the study revealed that there is a significant difference between the results of the pretest and posttest. The result also indicated that the use of the Six Thinking Hats technique provides mechanisms that can enhance the EFL student’s writing skill mainly, in writing dissertations. It is recommended that more importance should be given to practice in developing students’ writing skills. This may enhance the teaching process by implementing techniques that include cognitive abilities in writing tasks that may also improve their critical thinking.
Keywords: Abstract and General Introduction Writing, Cognitive Abilities, Dissertation Writing, EFL Master Students, Six Thinking Hats
The Sixth International Conference on Languages, Linguistics, Translation and Literature
9-10 October 2021 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
A lack of reading limits one’s quality of life (Bradford, Shippen, Alberto, Houschins, & Flores, 2006) and yet only 1 in 5 students with intellectual disabilities reaches minimal literacy levels (Katims, 2001). Slow development of reading skills may affect more than just one academic subject but may also delay language acquisition, general knowledge, vocabulary, and even social acceptance.
However, “Literacy and reading instruction for students with significant intellectual disabilities is in its infancy….there is a dearth of information regarding complete instructional programs that might help these children learn to read and write” (Erickson et al., 2009, p. 132).
A Study on the Perception of Jordanian EFL Learners’ Pragmatic Transfer of Re...Yasser Al-Shboul
This study investigates the perception of Jordanian EFL learners’ (JEFL) pragmatic transfer of refusal strategies in
terms of contextual and cultural factors. Data were collected using a discourse completion test (DCT) and a scaledresponse
questionnaire (SRQ) to elicit perception data from the participants. Data from the SRQ were analyzed based
on the speaker’s right to refuse the initiating act. Findings revealed that the right the speaker has to refuse the initiating
act was assigned high ratings by the three groups (i.e., M > 3.00) in all social categories. Individually, however, the
groups displayed the rating value differently where the AEL1 group’s perception of the speaker’s right was relatively
higher than that of the JEFL and JAL1 groups in all the social categories. The JEFL participants’ negative pragmatic
transfer criteria were met in the first and third social categories. The study concludes with a discussion of important
directions for future research.
The purpose of this study was to identify the psychological factors involved in oral communication of ESL students. The research aimed to uncover the psychological barriers like learner’s self-esteem and self-opinions in oral competency of ESL students at graduate level. The investigation was carried out at Bahawalpur, Pakistan. This research was reported on a survey study and used a questionnaire for the students and interview format for the teachers as tools to investigate the issue. The interview was taken from forty highly experienced ESL/EFL teachers; and for questionnaire almost 100 students from each college were selected, total 498 ESL students participated in this research. The data provided through interview from teacher was analyzed qualitatively and the data from the students was analyzed through SPSS and Microsoft Excel. The following conclusion was drawn from the data collected from this investigation: Psychological factors affect student’s oral competency. This investigation has proved informative implications and suggested a variety of strategies for learners to cope with second language anxiety and for teachers to recognize and handle the learner’s fears.
Here is a white paper that describes the background,methodology, and research using in creating Rourke Educational Media's Eread and Report.
Bill McIntosh
Authorized Consultant for Rourke Educational Media
Phone :843-442-8888
Email : bill@rourkeeducationalmedia.com
Rourke Educational Media Website :
www.rourkeducationalmedia.com
Toll free # 800.394.7055
Ask me about eRead and Report
The eContent solution to Increased Rigor and Metacognition
It has been repeatedly suggested that there are L1 interference and gender-related differences in second language acquisition. This study aims to investigate L1 transfer and sex effect on fricative learning by comparing the spectral peak value of the target fricatives /s / and F2 onset of their following vowels produced by late Cantonese-Mandarin bilinguals and L1 Mandarin speakers. The results indicated that there were significant gender effects in /s/ and / /, yet no significant gender effect in / /. And there were statistically significant differences in /s/ and / /, but no significant differences in / / between the two language groups.
Embarking The Six Thinking Hats in EFL Students’ Dissertation Writing at Saida University
Dr. Nadia Ghounane & Dr. Hanane Rabahi,
Department of English Language and Literature, Faculty of Letters, Languages and Arts,
Saida University, Dr. Moulay Tahar, Algeria & Department of English Language and Literature, Faculty of Letters and Languages, Maghnia University Centre, Algeria
The present study aims to provide some helpful techniques that guide EFL students in writing essays based on de Bono’s The Six Thinking Hats, hoping that these techniques can help EFL Master Students in writing their dissertations. The researchers selected first-year Master's students at Dr. Moulay Tahar University, Saida. The sample of the study consists of 39 students forming the experimental group. Before starting the experiment, the group had a pretest. After that, they were taught how to use the Six Thinking Hats Approach in writing the abstract and general introduction. The findings of the study revealed that there is a significant difference between the results of the pretest and posttest. The result also indicated that the use of the Six Thinking Hats technique provides mechanisms that can enhance the EFL student’s writing skill mainly, in writing dissertations. It is recommended that more importance should be given to practice in developing students’ writing skills. This may enhance the teaching process by implementing techniques that include cognitive abilities in writing tasks that may also improve their critical thinking.
Keywords: Abstract and General Introduction Writing, Cognitive Abilities, Dissertation Writing, EFL Master Students, Six Thinking Hats
The Sixth International Conference on Languages, Linguistics, Translation and Literature
9-10 October 2021 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
A lack of reading limits one’s quality of life (Bradford, Shippen, Alberto, Houschins, & Flores, 2006) and yet only 1 in 5 students with intellectual disabilities reaches minimal literacy levels (Katims, 2001). Slow development of reading skills may affect more than just one academic subject but may also delay language acquisition, general knowledge, vocabulary, and even social acceptance.
However, “Literacy and reading instruction for students with significant intellectual disabilities is in its infancy….there is a dearth of information regarding complete instructional programs that might help these children learn to read and write” (Erickson et al., 2009, p. 132).
Age as an Affective Factor in Influencing Public Speaking Anxiety of English ...FadilElmenfi1
The study is to show how age factor can influence public speaking anxiety among English Language Learners at Omar Al-Mukhtar University. To indicate the influence of age factor a questionnaire was distributed to the participants of the study.
The purpose of this study was to identify the factors related to the teacher’s attitude involved in oral communication of ESL students. The investigation was carried out at Bahawalpur, Pakistan. This research was reported on a survey study and used a questionnaire for the students and interview format for the teachers as tools to investigate the issue. The interview was taken from forty highly experienced ESL/EFL teachers; and for questionnaire almost 100 students from each college were selected, total 498 ESL students participated in this research. The data provided through interview from teacher was analyzed qualitatively and the data from the students was analyzed through SPSS and Microsoft Excel. The following conclusion was drawn from the data collected from this investigation: Instructor’s attitude motivates debilitating speaking factors. This investigation has proved explanatory implications and additionally this study also examined the attitudes and opinions of language teachers about second language learning and teaching. Furthermore, the research suggested a variety of strategies for learners to cope with second language anxiety.
HOW WOULD OUR STUDENTS LIKE TO BE CORRECTED? : A STUDY ON LEARNERS’ BELIEFS A...Eko Purwanti
This study aims at finding out whether learners with different English proficiency backgrounds respond differently to corrective feedbacks (CFs) and what kind of CFs are acceptable for them. This study was conducted using a qualitative method with a semi-structured interview and learning journals as the instruments to collect the data. Six students were involved in this study, two of them were high achievers, two were medium achievers, and the other two were low achievers. The findings showed that all participants in this study believed that they needed CFs from their lecturers and they were confident that CFs was very significant to improve their English competence. This study revealed that although most of the participants were alright to receive CFs immediately after they made mistakes, they would do differently if they became teachers. They would wait until their students finish talking before they give CFs or they would do it at the end of the class. The results confirmed that they preferred CFs which were accurate, appreciative, motivating and make them feel comfortable. Finally, this current study also points out that the way how lecturers give feedbacks has to consider the type of mistakes.
Present article examines the psycholinguistic factors that affect ease of learning foreign language vocabulary acquisition. Demonstrate the orthographic and phonological patterns of vocabulary acquisition. by Egamberdieva Shakhzoda Damirovna, Egamberdieva Farida Oktamovna, Egamberdiev Khumoyun and Ergasheva Yulduz 2020. Psycholinguistic conditions in vocabulary acquisition. International Journal on Integrated Education. 2, 3 (Mar. 2020), 23-25. DOI:https://doi.org/10.31149/ijie.v2i3.251. https://journals.researchparks.org/index.php/IJIE/article/view/251/244 https://journals.researchparks.org/index.php/IJIE/article/view/251
Similar to Giving a voice to dyslexic adult students who speak English as a second language (20)
Washington DC - National Guard Presence - Inauguration - Citizen Journalist A...The Free School
https://journalistethics.com/
Download this document free at this link
This article is a citizen journalist account from on the ground in DC about the mass deployment of national guard and police around Capitol Hill. This article debunks fake news Fox, whose fake news aims to dramatize this event, pushing a narrative of fear, doom and violence.
File available for download at
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This dossier provides an online point of reference for all known official court documents that relate to legal challenges against Electoral College results from America’s 2020 Federal Election.
Web links point to reputable official databases such as a court .gov website or a recognized law authority such as Justia. All documents obtained from non.gov sources have been cross referenced for accuracy. Some privately issued official court documents are not yet available via .gov sites. Reduction in staffing for the festive season
Shutdown and COVID19 may explain this. This directory has three main parts. Part A lists cases that were filed prior to the Federal Election
on November 3, 2020. Part B lists cases that were filed after the Federal Election on November 3, 2020. Both sections list these cases by state jurisdiction, in A-to-Z alphabetical order. Part C annexes a page of the website titled ‘Democracy Docket’. This directory lists cases that relate to Federal Election challenges that predate 2019. Most of these cases are not listed in Parts A or B. This booklet guides readers to consult official documents at the source to freely draw informed
conclusions. Corrupt, phony entities such as Wikipedia and mainstream corporate fake news such as CNN and The New York Times are biased. They selectively cite and omit developments. This dossier is correct as of December 29, 2020. Any omissions or errors are honest oversights.
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Book available for download free at:'
https://journalistethics.com/
This book is about the fake COVID19 coronavirus vaccine created by Pfizer.
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Creative Writing Handbook - Mastering all GenresThe Free School
Authors, authoring, authorship, author, writer, writers, writing, creative, creativity, creative writing, publish, publisher, self-publish, self publish, lulu, publisher, publishers, book, books, isbn, international standard book number, poems, poetry, poet, poets.
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(72), Rhymes (75), Roles (77), Romances (79), Rubrics (81), Recitals (83)
This book is suitable to support Creative Writing 101 courses at graduate and undergraduate college courses.
https://journalistethics.com/
Book available at this link (c) Jyonah Jericho
Premise
Every once in a blue moon, we may be lucky to engage a person who shares a simple,
memorable idea that guides us positively for life. A June afternoon in Sydney, Australia
2008 is an exemplary example of such rare encounters.
“Got the day off from work today have ya?” I said to our building’s newest
resident with a warm smile in the underground garbage depot. It was the first time that
we had crossed paths within speaking distance since he moved in a few weeks prior.
I rarely accost unknown people for casual banter nowadays. Maybe it’s me, but I
often receive a subtle frown, silence, a stony-faced vague reply, or a combination thereof.
“Nah, buddy” the stranger replied with a more generous grin. “I work-from-home
and write best sellers” he said.
It was refreshing to receive a positive energy reply, even a showoff one like this. I
could tell from his instant mega smile that this neighbor is a people lover – an extrovert.
Mister mid-40s in flannelette pajamas proudly produced a check out of his shabby
once white bathrobe pocket and flashed it before my face. “I just got this $25,000 advance
today from my publisher for my next bestseller” he boasted shamelessly.
A modest man I thought. I intuitively liked him less than I did five seconds prior.
“Cool” I replied. “What sort of books do you write?” I asked as we walked in synch
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“I admire fiction book writers” I replied earnestly as we entered the elevator. Must
be a lot harder than just writing short academic articles like I do” I said.
“Academic hey”, he said, eyebrows raised as he made intimate eye-to-eye
contact for the first time. “I’m studying English Lit at Sydney and would love to pick
your brains for ideas sometime soon” he said.
“Yeh, let’s meet up over drinks and swap notes” I said.
“Definitely. How about the Bank Bar?” he answered.
“Great choice” I said as my neighbor fumbled his keys in Apartment 501’s keyhole.
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Recognitions
The lives and accomplishments of individuals and entities can be acknowledged and
celebrated in public domains in several ways. Pan American World Airways (Pan Am) is
an example of a famed institution that no longer exists since 1991. RIP Pan Am.
Obituaries and eulogies are popular written formats that celebrate the lives of people who
have passed. The 408 words article overleaf titled ‘Motown Chic’ is a tribute to the late
Nina Simone. The word ‘tribute’ may convey a less morbid connotation than alternatives
such as In Memoriam. Public tributes may honor the living and those who have passed.
https://journalistethics.com/george-floyd/
Download this book free at this link.
This book is about what this author neutrally terms the
‘George Floyd Event’. It contains two distinct parts.
This introductory segment contains seven discussion
sections that establishes this text’s objective and scope. It
outlines tools available to critical thinkers and researchers
that may enable us to draw better conclusions than the lies
propagated by fake news such as CNN and Snopes. The final
section tables dozens of critical questions in context.
Annex 1 bullet points seven questions that may arouse the
curiosity of independent researchers. The core objective of
this document seeks to guide novice media researchers
towards the basic skills and primary evidence that leads
humanity to draw well-informed, free-willed conclusions.
Analysis centers around the theme of numbers. Numerical
inquiry allows us to objectively measure facts and fiction.
Quantifiable information may be the key that unlocks the
many enigmas that underpin the tragic George Floyd even
george floyd, george perry floyd jr, derek chauvin, thomas lane, j alexander kueng, tou thao, minnesota, minneapolis, riots, black lives matter, minnesota police department, murder, race, racism, hennepin, hennepin county, donald trump, democrats, trial, court, neck, false flag, fake news, darnella frazier, george, floyd, ben crump, coronavirus, coroner, autopsy, black lives matter, blm, george, floyd
NESARA GESARA : Global Currencies Reset, 2020 (Free Book)The Free School
Download free direct at the link above:
NESARA National Economic Security and Reformation Act
National Economic Stabilization and Recovery Act
National Economic Security and Recovery Act
NESSA National Economic Security Strategy Act (2018) (Unenacted Bill)
GESARA May substitute the word ‘National’ for ‘Global’ in NESARA acronyms above.
Annex 1 NESARA ‘Folk Lore’ Bill (Circa 1999). p. 35
Annex 2 Coronavirus Aid Relief Economic Security Act (CARES) Act (2020) p. 124
Annex 3 S.2757 - National Economic Security Strategy Act of 2018 p. 372
Annex 4 America’s Constitution p. 382
This book is about the enigmatic NESARA. It contains four
parts beyond this summary page.
The next segment, the largest, contains six sub-sections.
Discussion centers on post June 2019 political and economic
developments as publicly reported by a range of sources.
Part Three examines alternative news sources that outline
information that is implicitly and explicitly relevant to the
essence of the fabled NESARA global economic reset model.
The penultimate chapter places NESARA in the Coronavirus
COVID-19 false flag, black swan ‘plannedemic’ context.
The conclusion centers on policy and financial developments
that are unfolding in real-time that are relevant to the
possible implementation of a stealth version of NESARA.
Discussion centers around America’s place in a local financial
reset. Any version of NESARA that involves America is bound
to have profound transnational implications.
NESARA GESARA Global Currency Reset
This page is about the theory of a NESARA global currency reset. This page serves as a forum to exchange ideas and information about NESARA. This acronym noun, NESARA, is known by various names such as: The National Economic Stabilization and Recovery Act, National Economic Security and Reformation Act and National Economic Security and Recovery Act (NESARA). GESARA is a global version of NESARA. NESARA is an American-centric concept that is attributed to Dr. Harvey Francis Barnard.
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Coronavirus COVID-19 Research Handbook (Free)The Free School
https://journalistethics.com/
Download this handbook free at the link above.
This free book is about Coronavirus COVID19. This free book is a comprehensive list of media and medical themes that surround this false flag fake news pandemic. It invites readers to adopt a critical reflective approach to reviewing information about Coronavirus COVID-19.
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This book is about the Coronavirus COVID-19 ‘event’. It is an
inventory of dominant news themes. Researchers may draw
on these topics to conduct free inquiries into COVID-19.
This text contains six major sections beyond its global
perspective introduction. The next part critically examines
COVID-19 healthcare coding and treatment practices.
The third segment outlines critical thinking research skills
that may aid free-willed COVID-19 news reporters.
Part Four examines geo-political undercurrents for the six
main players: China, Italy, Iran, Korea, the UK, and Spain.
The penultimate component explores the alleged epicenter
of the economic and human impact of COVID-19: America.
This book’s summary explores four popular theories about
the core who, what, when, where, why, and how riddles that
torment those why try to decrypt the COVID-19 scam.
The World Health Organization has apparently explained the origin of the name COVID-19 which it awarded to this newly recognized strain of the Coronavirus family.
Coronavirus COVID 19 is a novel pandemic.
https://journalistethics.com/
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Project Looking Glass
Looking Glass Project may overlap with
Project Montauk, Project Pegasus etc
Project Looking Glass does not officially exist
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Coronavirus Fake Pandemic - Economic Reset False Flag; 12 March 2020The Free School
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CORONA VIRUS COVID-19 False Flag Scam Free BookThe Free School
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This book is about the fake pandemic Coronavirus (also known as Corona Virus) COVID 19. In a similar vein to the ridiculously over hyped Swine Flu and Bird Flu, CoronaVirus is just another fake news media over hyper designed to frighten the masses - colloquially known as fear porn. The sinking Rothschild Banking Crime family are most likely conspirators, alongside the arch beneficiary - Beijing.
Coronavirus, Corona Virus, COVID 19, pandemic, respiratory virus, virus, Wuhan, CDC, Center for Disease Control, America, China, Beijing, Donald Trump, Xi Jinping, biowarfare, panic, fear porn, Swine Flu, Bird Flu
The goal of this fake news campaign aims to collapse Wall Street, also known as Financial/Economic warfare.
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This book is about the House of Windsor human trafficking and child sex trafficking mafia crime family. A free link to this book is available at the link above.
Buckingham Palace, House of Windsor, Pedophilia, David Icke, Jeffrey Epstein, William, Queen Elizabeth, Harry, Kate, Meghan
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Inspired in part the by the Movie the Matrix, Keanu Reeves 1999
This book looks at ways to escape the Matrix of global slavery control.
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tactics employed by these dark actors.
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Analysis looks at how agents embedded in the frontline of
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Concluding discussions aims to summarize the present
status of America’s invisible Second Revolution as at early
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Can YOU believe, they put a man on the Moon ? Free book; 2019The Free School
This book is about the fate of the Apollo 11 spacecraft.
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outlines the history of the Apollo 11 mission as
chronicled by mainstream media narratives and NASA.
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support and challenge official Apollo 11 narratives. The
following section focuses on physical evidence that is
grounded on planet Earth and the Moon’s surface. The
chapter titled ‘Troops’ is about evidence offered by
those who engaged directly with the Apollo 11 mission.
I next discuss how and why NASA destroyed artefacts
related to the Apollo 11 craft and mission.
The final segment looks at the bigger picture of what
this Moon landing represents to those who aggressively
defend or question the authenticity of Apollo 11’s fate.
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911- 119 Questions. Free 277 pages book dated October 2019. This research project documents 100 of the most critical aspects of the 911 events and orders them into a single volume. This document may contain the most comprehensive catalog of issues of interest to those who question official narratives about 911.
This book offers a thorough introduction into a matured research area that I label ‘Alternative 911 Narratives’. It exposes readers to crux and peripheral issues. You may find a few extra trivia topics in other domains. To note every bizarre coincidence and contradiction about 911 official narratives would splurge this book far beyond 119 questions. This book’s format is mostly visual. It avoids in-depth discussions that require university-level discipline specific knowledge. May you draw on this text to conduct independent, free willed inquiry based on the images, themes and open-access references provided. After reading this text, may you next consider matters such as ‘who masterminded 911?’ and ‘why did they do so?’. Afterall, establishing context is King, or Queen. This book is about four commercial airplanes that suffered a tragic fate on September 11, 2001 in the United States of America. This watershed historical event is commonly known as 911. The number 119 is an inversion of 911. This book invites people to question official narratives propagated by those who control public information. These agencies include governments and their allies such as corporate media, government funded universities and statutory commissions. This book is structured into six further sections. This section outlines official 911 narratives. The next part titled ‘White Ants’ explores 911 narratives in deeper detail, as chronicled by corporate media, Hollywood, Engineering societies and Congress Commissions. Part 4, ‘White Flags’ explores the USA PATRIOT Act (2001) enacted by Congress on October 26, 2001. Part Five, titled ‘White Papers’ explores alternative 911 narratives. The concluding sections summarize these discussions. Part seven examines the argument that the unresolved 911 and 311 justice projects are the Holy Grail of a one tier justice system in America and beyond. Please take nothing for granted in this book. Was John Lear a CIA pilot? Does Judy Wood hold a PhD? I have no idea. These noble people exist in cyberspace. This matrix is one sick psy-op.
NORAD World Trade Center Twin Towers North Tower South Tower Bush Cheney
911 Commission 9/11 Commission Report September 11 2001
Donald Trump - Nostradamus Governor of the Army ProphecyThe Free School
This book explores the Nostradamus Century III Number 81 prophecy.
Le grand criard sans honte audacieux,
Sera esleu gouuerneur de l'armee:
La hardiesse de son contenteur
Le pont rompu, cité de pur pasmee.
The great shameless, audacious bawler,
He will be elected governor of the army:
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The bridge broken, the city faint from fear.
President Donald Trump Nostradamus prophecy
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This book is about Julian Assange and Wikileaks. This Australian citizen and his global news
agency are household names. For many, their basic narrative requires no introduction. This text
takes nothing for granted. Part 1 of this volume titled ‘Who’ defines Assange’s narrative.
Part two of this book outlines the personal and professional accomplishments of Julian Assange
with reference to his Wikileaks related ventures. The following two parts explore ‘where’ and
‘when’ matters concerning the same context. This section concludes by presenting a bullet point
summary of key milestones of Julian Assange’s involvement with Wikileaks since 2006.
Parts five to ten of this book explore Wikileaks as an institution. I examine its objectives, ideology,
modus operandi at the organizational level, separate to its founder, Julian Assange. This section
also explores victories, external criticisms and setbacks of Wikileaks over the past 13 years.
The next demarcated section titled ‘Witch hunt’ examines accusations that Wikileaks has
engaged in gross journalistic misconduct and other transnational crimes.
I conclude this book by examining recent developments that concern Julian Assange and
Wikileaks as at mid-August 2019.
Julian Assange, Julian Paul Assange, Wikileaks, Wikileaks.org
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Giving a voice to dyslexic adult students who speak English as a second language
1. Giving a voice to dyslexic adult students who speak English as a second language
Jericho, J. (2015), Giving a voice to dyslexic adult students who speak English as a second
language, Sydney, Australia: The Free School Occasional paper series No. 1, June 2015.
Jay Jericho D.Soc.Sc Syd
jay@thefreeschool.education
Context
This research paper aims to give post-secondary students with dyslexia a “voice” (Fuller et
al., 2004, p. 459) in the academic domain. I offer a self-reflexive account of what I am
discovering about a learning disability termed “dyslexia” from teaching ‘Hiro’ as a private
subject tutor since March 2015.
Hiro is 18, was born in Japan and emigrated to Australia with his family at age nine. A
neurologist diagnosed Hiro with a condition termed “visual perception developmental
dyslexia” at age seven (Eisenberg, 2007, p. 595). This form of surface Dyslexia is identifiable
by the way in which dyslexics read at a slow pace. Moreover, they distinguish text characters
1
2. a rate that is significantly slower than readers without a visual cognitive processing disability
(Robertson & Bakker, 2002, p. 100).
Hiro is a semi-fluent speaker of English. He speaks Japanese as a first language at home and
in most social situations and so he is classifiable as an English as a Second Language (ESL)
speaker (Lundberg, 2002). Hiro informs me that he struggles to study using the English
language partially because of the complex inconsistencies that exist in the orthography of his
non-native language (e.g. Dombey, 2009). Furthermore, being dyslexic exacerbates his
difficulty to master the English language. For example, Hiro (2015, NP) explains to me that
one reason which explains why he finds English a “daunting” language to learn is because
simple words such as “boy”, “box”, “toe” and “too” are “irregular” as they assign a different
grapheme to the letter “o”.
Hiro’s disability impedes his ability to read, prepare academic assessments and complete
written examinations under normal time constraints. Medical tests and anecdotal evidence
confirms that Hiro has an above average intelligence quotient (IQ) which is not uncommon
among students with dyslexia (e.g. Skues & Cunningham, 2011). Hiro studies a
double-degree Arts course that requires a minimum University Admission Index score of
96%. This fact is consistent with research that shows that dyslexics with a higher IQ are more
likely to succeed in the academic domain (Snowling, 2012, p. 7).
2
3. Hiro’s medical assessment states that his visual perception dyslexia is classifiable as “mild
dyslexia” (e.g. Lindgrèn & Laine, 2010, p. 184). His visual processing difficulties mostly
occur when he reads prose text such as words that appear in consecutive sequences such as
sentences and paragraphs (Warrington et al., 1993, p. 871). This impairment affects his
ability to read in Japanese and English, consistent with the language performances of most
bilingual dyslexics (e.g. Woolley, 2010, p. 84). The nature of Hiro’s dyslexia is consistent
with what Warrington et al. (1993, p. 871) terms “attentional dyslexia”. Hiro normally
requires approximately 60% more time to read and comprehend a scholarly piece of work
compared to students in the same cohort who do not have dyslexia.
Hiro’s visual cognitive dysfunction is not strongly linked to his auditory capacities. His
auditory processing skills are only slightly impaired and he is able to distinguish/process
spoken words without delay or difficulty in more around 95% of cases. This observation is
supported by a body of research that shows that written and spoken words are processed by
different sensory systems (Coltheart et al., 2001, p. 210). The bio-organic origin of Hiro’s
dyslexia is among the least common types of dyslexia. Research consistently shows that most
dyslexics suffer from a material deficit in phonological processing and this in turn
undermines their ability to map sounds to words. This sensory dysfunction also reduces
dyslexics’ capacity to distinguish words and assign the literal meaning to them in their
isolated form (Snowling, 2013, p. 7). Once Hiro learns/memorises a new word, he rarely
struggles to apply this to use his skills that are “structural components” (Brandone et al.,
2006, p. 499) of the language system, i.e., syntax, semantics, pragmatics and morphemes.
3
4. Hiro’s multilingual background is a factor that impedes his ability to study and learn and this
disadvantage affects other bilingual dyslexics in a similar manner (Woolley, 2010). For
example, Hiro (2015, NP) informs me that he “thinks and dreams” in Japanese. Hiro (2015,
NP) believes that being a pupil who studies using ESL “complicates” the effects of his visual
disability as he is able to read and comprehend Japanese prose “approximately 20% faster”
than English prose. Woolley (2010, p. 88) defines the reading difficulties faced by ESL
speakers with a learning disability as a “complicated and multifaceted process”. It is difficult
for the learner and educators to distinguish whether a bilingual student is struggling to
perform a language task because of their “mild dyslexia” or because they are translating text
between their native and non-native language (Archibald et al., 2008, p. 53).
Learning needs
I concur with Hiro (2015, NP) that his university administers a ‘one-size-fits-all’ disability
policy that cannot accommodate all dyslexic students. His university allows mild dyslexics
17% additional time to write exams (University of Queensland, 2015, NP). From Hiro’s
perspective, this policy does not create what MacCullagh (2014, p. 93) terms “equitable
participation and experiences in higher education by students with dyslexia”. Hiro requires
around 60% more time to process strings of text. Hiro’s average exam scores are circa 40%
(c.f. the cohort average score of 60%). His mean mark is 82% for other assessments that he
prepares at home over a period of one to two weeks, such as essays and PowerPoint
4
5. presentations. This pattern is consistent with research that shows that many dyslexic students
find exams the most difficult form of assessment as they struggle to cope when they must
conform to tight time constraints imposed on them. This pressure in turn increases their
anxiety levels and further lowers their productivity during exams (e.g. Meehan, 2004).
The disability services unit argues that the 17% additional time Hiro that receives to write his
exams offers ample extra time to comprehend the written instructions and questions. Hiro
(2015, NP) concludes that this unit’s staff must not realise that there are other obstacles
dyslexic students encounter. For example, many units of study offer open-book exams. There
is a perception among some scholars that examiners expect well developed answers from
examinees under these conditions because students can refer to coursework materials (e.g.
Gupta, 2007, p. 49; India, 2005, p. 459).
Language development
When I first met with Hiro, I asked him to practice reading coursework materials aloud so
that I could monitor which types of prose are more difficult for him to digest. The sub-lexical
reading approach draws on “rule-based grapheme-to-phoneme” (Brundson et al., 2002, p.
386). A study by Lindgrèn & Laine (2010, p. 187) which examines the performances of
dyslexic ESL university students term this technique “reading aloud of running text”.
5
6. Evidenced based practice research shows that reading text aloud may enhance the visual and
cognitive processing skills of some persons with any form of dyslexia. Therefore, trialling
this technique with dyslexics who struggle to process textual material is best experimental
practice (e.g. Baddeley, 1982, p. 193) as it may benefit those who are positively responsive to
the “dual route” mode of digesting written text (Castles & Coltheart, 1993, pp. 150–151).
This intervention may be counterproductive for some dyslexics. For example, those with deep
dyslexia are more likely to make orthographic and semantic errors if they read aloud,
particularly when there is an absence of context to support written educational materials
(Richardson, 1975; Coltheart, 2000). At the conclusion of our fourth meeting, Hiro (2015,
NP) advised me that he is “confident” that his ability to read and comprehend prose “feels
little easier and slightly faster” when he reads aloud.
Using the ‘reading aloud’ approach allows me to analyse the way that Hiro decodes written
text, so that I may draw on theoretical literature that discusses the “dual route model of
reading” (Dombey, 2009, p. 3). Using this information, I am able to adapt my work practices
to map the orthographic path of the English language with Hiro’s visual processing disability.
For example, when I teach Hiro new words, I use the “automatic orthographic route” (Ehri,
2005, p. 167) also known as the ‘site word reading’ approach. I encourage Hiro to learn to
memorise pronunciation of the word, rather than using the “synthetic phonetic approach”
6
7. whereby educators encourage students to spell out words using single letters or commonly
identifiable pairs of letters to ascertain pronunciation (Dombey, 2009, p. 3).
Education needs
Hiro’s desire to achieve high grades is a factor that causes him to be co-morbid for ‘anxiety’.
This observation is consistent with research conducted by dyslexia experts such as Richard
Sparks, who examine anxiety levels of college pupils with dyslexia who study using ESL
(e.g. Sparks et al., 1994, p. 42). Hiro believes that his visual processing disability undermines
his chances of achieving above average grades regardless of how hard he works. This
mindset in turn increases his risk of failing a unit of study.
Most dyslexic pupils experience higher anxiety levels when they study using a foreign
language when compared to students without a disability who engage using their native
language (Piechurska-Kuciel, 2010, p. 382). In many instances, a student’s anxiety levels
correlates negatively with their proficiency at using English for academic purposes. Studying
at post-secondary level using ESL is a disadvantage that high anxiety levels might
exacerbate. Students may lose focus on their studies and centre on negative outcomes and this
may create a “language anxiety” (Sparks et al., 1994, p. 42).
7
8. I constantly aim to divert Hiro’s attention towards his strengths. For example, I remind him
that he is being proactive by appointing a subject tutor who teaches Arts subjects at
post-secondary level. I also remind him that he is a diligent student as he has created a
timetable during the first week of term that plots realistic milestones that he aims to achieve
on a calendar. Root (1994, NP) argues that this positive-thinking approach is best practice for
mentoring an ESL student with a disability. Teachers who focus on an ESL student’s
weaknesses may silently communicate a message that imagines their disability as a “limiting”
factor that undermines their chances of succeeding (Root, 1994, NP).
Gender
The social construction of masculinity may impose another challenge for educators who work
with dyslexics. Male dyslexics outnumber female dyslexics by a ratio of at least 2:1, although
the exact figure could be higher as no reliable global data exists (e.g. Hawke et al., 2009).
Hiro (2015, NP) states that his maleness and Japanese ethnicity are socio-cultural factors that
have previously prevented him from seeking additional assistance from a tutor. Japan has a
very macho culture (Connell & Messerschmidt, 2005, p. 835). Men who admit to having a
medical problem or seek to succeed in the academic domain are regarded as feminine in
many Western societies (Connell, 1989, p. 295; 1996, pp. 216–217).
8
9. Hiro (2015, NP) advises me that he never wears his “rose tinted glasses” in public or around
other people, “especially other men”, unless he trusts that others will not reject him or
question his masculinity. I advised Hiro that I have previously read scholarly works that
discuss the positive reasons why “many” dyslexic students wear tinted glasses (e.g. Wilkins,
2003, p. 83). Hiro informed me that this perception is a common myth. The orthodox
consensus among biomedical scientists is that there is no evidence that tinted glasses improve
dyslexics’ ability to read and comprehend text/images (e.g. Harries et al., 2015).
Hiro’s neurologist suspects that he is afflicted by Meares-Irlen Syndrome. Neurological
testing shows that Hiro’s visual perception distortions improve by around 10% when he
wears tinted glasses (e.g. Rello, 2015). Meares-Irlen Syndrome is not recognised by the
International Classification of Disease (ICD-10) (World Health Organisation [WHO], 2015).
However, this syndrome is recognised in authoritative biomedical scholarly publications.
These publications argue that this syndrome has a higher co-morbid occurrence among
dyslexics that is statistically significant (e.g. Evans, et al. 1996; Loew et al., 2014, p. 88).
My discovery that I harbour beliefs that are a false stereotype caused me to engage in private
research to distinguish between terminologies such as “visual perception dyslexia” and
“surface dyslexia” (Marinac, 2009, p. 85).This literature review has aided me to customise
my teaching plan to suit Hiro’s cognitive abilities and his educational needs.
9
10. Multidisciplinary approach
Hiro’s neurologist recommends what Hudson (2014, p. 88) terms “multi-discipline input” to
minimise the negative impacts of “sensory-motor dysfunction” (p. 89) and other mental
health conditions that pose “specific cognitive difficulties” such as “anxiety” (p. 86). Before
agreeing to work with Hiro, I advised him that I do not hold qualifications in medicine or
allied health. It is evident that there are healthcare workers and researchers with specialist
knowledge about how they may use a holistic bio-psychosocial approach to work with
teenage male adult students with learning disabilities such as visual dyslexia (e.g. Tanner,
2010, p. 43)
Hiro agrees that consulting a medical specialist may improve the quality of his studies and
wellbeing if he is able to access these resources. Hiro (2015, NP) informs me that he visited a
“male educational psychologist recommended by his psychiatrist” on “ten occasions” via the
“Medicare Better Access” (The Department of Health, 2015) scheme. Hiro (2015, NP)
advises me that he feels that he obtained minimal benefit from these sessions, as this
“healthcare worker had no training in preparing extended essays using a discursive writing
style”. He also felt that there was “constant disconnection between the general study tips the
psychologist was offering me, and the specific needs I have as a double-degree Arts student.”
(Hiro, 2015, NP)
10
11. Hiro (2015, NP) further informs me that this psychologist’s assessment reports use many
quantitative statistics and “jargon” that are difficult for the layperson to comprehend (e.g.
Skues & Cunningham, 2011, p. 170). Furthermore, he states that he is no longer eligible for
Medicare funded psychology services, and that educational consultants charge around “$200
per hour” and he cannot afford any sessions as he comes from a “low-income family” (Hiro,
2015, NP). This account is consistent with the corpus of contemporary case study literature
that documents how Australian students with dyslexia who belong to lowest ranked
socioeconomic categories cannot afford the services they require to realise equitable
outcomes in the education sector (e.g. Chanock et al., 2010; Skues & Cunningham, 2011).
Conclusion
Exploring Hiro’s story helps me to learn about dyslexia from a layperson perspective. There
are multiple types of dyslexia and varying degrees of impairment. Furthermore, some
frontline healthcare workers recognise and treat medical disabilities such as Meares-Irlen
Syndrome, even though the WHO does not recognise this disorder. I surmise that biomedical
science is yet to fully understand the complex causes of dyslexia and its subtypes.
11
12. References
Archibald, J. et al. (2008), A review of the literature on English as second language issues,
Calgary, Canada: The Language Research Centre, University of Calgary.
Baddeley, A. (1982), Developmental and acquired dyslexia: A comparison, Cognition, 11,
185–199.
Brandone, A. et al. (2006), Language development, in George, G. and Minke, K. (Eds),
Children’s needs III: Development, prevention, and intervention (pp. 499–514).
Washington, DC, USA: National Association of School Psychologists.
Brundson, R. et al. (2002), Treatment of lexical processing in mixed dyslexia: A case study,
Neuropsychological Rehabilitation, 12(5), 385–418.
Castles, A. and Coltheart, M. (1993), Varieties of developmental dyslexia, Cognition, 47,
149–180.
Chanock, K. et al. (2010), In search of a simple assessment instrument for identifying
dyslexia in university students, Australian Journal of Learning Difficulties, 15(1),
35–49.
Coltheart, M. (2000), Deep dyslexia is right hemisphere reading, Brain and Language, 71,
299–309.
Coltheart, M. et al. (2001), DRC: A dual route cascaded model of visual word recognition
and reading aloud, Psychological Review, 108(1), 204–256.
Connell, R. (1989), Cool guys, swots and wimps: The interplay of masculinity and education,
Oxford Review of Education, 15(3), 291–303.
––––––– (1996), “Teaching the boys: New strategies on masculinity, and gender teaching for
schools”, Teachers College Record, 98(2), 206–235
12
13. Connell, R. and Messerschmidt, J. (2005), “Hegemonic masculinity: rethinking the concept”,
Gender & Society, 19(6), 829–859.
Dombey, H. (2009), The simple view of reading, ITE English reading for discussion,
<http://www.ite.org.uk/ite_readings/simple_view_reading.pdf>. Accessed 7 October 2015.
Ehri, L. (2005), Learning to read words: Theory, findings and issues, Scientific Studies of
Reading, 9(2), 167–188.
Eisenberg, D. (2007), Help-seeking and access to mental health care in a university student
population, Medical Care, 45(7), 594–601.
Evans, B.et al. (1996), A preliminary investigation into the aetiology of Meares-Irlen
syndrome, Ophthalmic and Physiological Optics, 16(4), 286–296.
Fuller, M. et al., (2004), Incorporating disabled students within an inclusive higher education
environment, Disability and Society, 19(5), 455–468.
Gupta, M. (2007), Open-book examinations for assessing higher cognitive abilities, IEEE
Microwave Magazine, November 2007, 46–50.
Harries, P. et al.(2015), Using coloured filters to reduce the symptoms of visual stress in
children with reading delay, Scandinavian Journal of Occupational Therapy, 22(3),
153–160.
Hawke, J. et al., (2009), Gender ratios for reading difficulties, Dyslexia, 15(3), 239–242.
Hiro, (2015), Tuition meetings – Jyonah Jericho and ‘Hiro [alias]’, University of Sydney
Nursing Library, Camperdown, Sydney, May to August 2015.
Hudson, J. (2014), A practical guide to congenital development disorders and learning
difficulties, London, England: Routledge.
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