You are here:

detectLD: Detecting University Students with Learning Disabilities in Reading and Writing in the Spanish Language PROCEEDINGS

, , , University of Girona, IIiA (VAT ESQ6750002E), Spain

EdMedia + Innovate Learning, in Lisbon, Portugal ISBN 978-1-880094-89-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This work is focused on the inclusion of university students with learning disabilities in a learning management system (LMS). We have developed a self-questionnaire to detect the student population that presents or could present a learning disability in reading and writing in the Spanish language. This work will contribute to the design and development of a software tool (detectLD) that supports this self-questionnaire and the creation of another self-questionnaire that can be used for the detection of different learning problems. detectLD was tested and evaluated by teachers, responsible for administering it, with a group of students (aged 20–30 years) at the University of Girona.

Citation

Mejía Corredor, C., Marquez, J.C. & Gesa, R.F. (2011). detectLD: Detecting University Students with Learning Disabilities in Reading and Writing in the Spanish Language. In T. Bastiaens & M. Ebner (Eds.), Proceedings of ED-MEDIA 2011--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1122-1131). Lisbon, Portugal: Association for the Advancement of Computing in Education (AACE). Retrieved November 21, 2018 from .

Keywords

View References & Citations Map

References

  1. Barker, T.A. & Torgesen, J.K. (1995). An evaluation of computer-assisted instruction in phonological awareness with below average readers. Journal of Educational Computing Research, 13, pp. 89-103.
  2. Booth, J.R., Perfetti, C.A., MacWhinney, B. & Hunt, S.B. (2000). The association of rapid temporal perception with orthographic and phonological processing in reading impaired children and adults. Scientific Studies of Reading. 4, pp. 101 – 132.
  3. Bruck, M. (1993). Word recognition and component phonological processing skills of adults with childhood diagnosis of dyslexia. Developmental Review, 13, pp. 258-268.
  4. Finucci, J.M., Gottfredson, L.S., & Childs, B. (1986). A follow-up study of dyslexic boys. Annals of Dyslexia, 35, pp. 117-136.
  5. Ingesson, G. (2007). Growing up with Dyslexia: Interviews with Teenagers and Young Adults. School Psychology International, SAGE Publications, 28(5), pp. 574-591.
  6. Jiménez J.E., Gregg N, & Diaz M.A. (2004). Evaluación de habilidades fonoló gicas y ortográficas en adolescentes con dislexia y adolescentes buenos lectores. Infancia y Aprendizaje, 27(1), pp. 63-84.
  7. Macaruso, P. & Walker, A. (2008). The efficacy of computer assisted instruction for advancing literacy skills in kindergarten children. Reading Psychology, 29(3), pp. 266-287.
  8. Mejía, C., Fabregat, R., & Marzo, J.L. (2010). Including Student's Learning Difficulties in the User Model of a Learning Management System. XXXVI Conferencia Latinoamericana de Informática (CLEI 2010), Paraguay.
  9. Metsala, J.L. (1999). The development of phonemic awareness in reading disabled children. Applied Psycholinguistics, 20, pp. 149-158.
  10. Nicolson, R.I. & Fawcett, A. (1990). Automaticity: A new framework for dyslexia research?. Cognition, 35, pp. 159-182.
  11. PostgreSQL Global Development Group (2010). PotsgreSQL. [Online at http://www.postgresql.org/]. Accessed
  12. Sparks, R.L. & Lovett, B.J. (2009). College students with learning disability diagnoses: Who are they and how do they perform?. Journal of learning disabilities, 42 (6), pp. 494-510.
  13. Sauro, J. & Kindlund, E. (2005). A Method to Standardize Usability Metrics Into a Single Score. Conference on Human Factors in Computing Systems (CHI 2005). Portland, Oregon (USA).
  14. The Apache Software Foundation (2010). Apache HTTP Server. [Online at http://www.apache.org/]. Accessed
  15. The PHP Group (2010). PHP. [Online at http://www.php.net/]. Accessed 20/07/10.
  16. Wilson, A. & Lesaux, N. (2001): Persistence of phonological processing deficits in college students with dyslexia who have age-appropriate reading skills. Journal of Learning Disabilities, 34(5), pp. 394 – 400.
  17. Wise, B.W., Ring, J. & Olson, R.K. (2000): Individual differences in gains from computer-assisted remedial reading. Journal of Experimental Child Psychology, 77 (3), pp. 197-235.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.

Slides