Event Title

The Effectiveness of Blio App in the Special Education Program in Relation to Cognitive Impairment and Treatment on the Senses of Children with Phonological Dyslexia in The Fifth Grade

Faculty Sponsor(s)

Marcel Lebrun

Location

Hartman Union Building Courtroom

Presentation Type

Event

Start Date

5-3-2018 3:00 PM

End Date

5-3-2018 4:00 PM

Abstract

The objective of this study is to identify the importance of Blio App in the special education program in relation to cognitive impairment and treatment on the senses of children with phonological dyslexia. Reading is one of the most critical aspects of education, yet inappropriate and defective techniques are being used by instructors when teaching students with cognitive impairment. When tests are issued to students with phonological dyslexia, they perform dismally especially on non-word reading. Therefore, this research attempted to answer three principal questions: Is there a positive relationship between educational technology and the improvement of reading skills for students with reading disabilities? Does modern instruction address the needs of students with reading disabilities? Is there a positive effect between educational technology and the children’s senses? The study was conducted using Likert scale survey method to collect data from fifth-grade students of Amr ibn al-Aas, Rafha city. The participants comprised of students with phonological dyslexia. The study period covers the first two months of the year where the instructor randomly divided students into two categories: control and treatment groups.

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May 3rd, 3:00 PM May 3rd, 4:00 PM

The Effectiveness of Blio App in the Special Education Program in Relation to Cognitive Impairment and Treatment on the Senses of Children with Phonological Dyslexia in The Fifth Grade

Hartman Union Building Courtroom

The objective of this study is to identify the importance of Blio App in the special education program in relation to cognitive impairment and treatment on the senses of children with phonological dyslexia. Reading is one of the most critical aspects of education, yet inappropriate and defective techniques are being used by instructors when teaching students with cognitive impairment. When tests are issued to students with phonological dyslexia, they perform dismally especially on non-word reading. Therefore, this research attempted to answer three principal questions: Is there a positive relationship between educational technology and the improvement of reading skills for students with reading disabilities? Does modern instruction address the needs of students with reading disabilities? Is there a positive effect between educational technology and the children’s senses? The study was conducted using Likert scale survey method to collect data from fifth-grade students of Amr ibn al-Aas, Rafha city. The participants comprised of students with phonological dyslexia. The study period covers the first two months of the year where the instructor randomly divided students into two categories: control and treatment groups.