Digital Design Worksheet for Reading Comprehension for What, Who and When
Development OF READING COMPREHENSION WITH GRAPHIC ORGANIZERS FOR STUDENTS WITH DYSLEXIA
J acqueline Lopez , Johnny Campoverde
University of Guayaquil (Ecuador)
Received February 2018
Accepted March 2018
Abstract
This academic work has the aim of analyzing the impact of graphic organizers in the evolution of reading comprehension accordance with the level of English of each student. The theoretical foundation is constructed by the contents previously divers in the problem; with specific bibliography for the scientific content. Statistical analyses of data were taken into consideration. The implementation of this research volition permit the creation and pattern of a handbook with like shooting fish in a barrel-to-read stories that would increase students receptive abilities in a foreign language in the learning procedure, specially for students with learning disabilities (dyslexia). These analyses determined the importance of the application of a handbook that would include a short and a long text, vocabulary in context, strategies to improve reading skills, and unit assessments to evaluate the knowledge of students in each unit. This will permit the students to develop multiple skills with the guidance of the teacher. This innovative textile has as a main target to help the learner to decode phonemes and to identify structures of the story through charts and pictures.
Keywords – Dyslexia, Reading Comprehension, Graphic Organizers.
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one. I ntroduction
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When students are learning a foreign language similar English language, one of the skills to develop is Reading Comprehension. If students exercise not understand well the content of the reading it would exist difficult for them to abound in the learning process of the new language. The development of reading comprehension becomes harder when the students evidence a difficulty in the cognition apprehension which tin can be appreciated as learning disabilities and involve some negative aspects in students who accept the main office in the learning process.
In Ecuadorian Public Institutes is not very common to find children with this kind of problems, but exists a few cases, consequently it does not mean that Ecuador does not present students with learning disabilities by the reverse it presents some cases that demand to be attended. Still, the fact is that the Ecuadorian Schools do non have trained teachers that can assist learners with their disabilities or maybe teachers do not know or they are simply not interested in this theme and for that reason it is and so of import to extend the investigation about these Learning difficulties in order to help students while they are learning another language.
If the students do not own competent reading comprehension skills to perform what the teacher requires, it will become harder to understand the content of the reading and without comprehension students get dislocated and cannot work in whatever activity. Reading is non only a simple action of observing words from 1 side to the other while making them sound, and information technology becomes worse if the students are not really focusing on what the page says it has no connotation. In that location are various purposes for what people read, however the main target is to obtain some apprehension of what the author tries to transmit and apply the gathered information. This is the reason that makes reading comprehension skills very substantial. The lack of this power does non let the reader to assemble information and employ it in a skilful aim.
The absence of the use of adequate resource, unable the students to larn and apply the correct analysis, interpretation, relation, and identification of messages in the readings of English texts, consequently the objective of this investigation is to analyze the bear upon of graphic organizers in the reading comprehension of students with learning disabilities through a bibliographic study, a statistic and field analysis, to design a handbook with piece of cake-to-read stories, based in the essential fundamentals: Epistemological, Pedagogical, Psychological and Legal.
One of the principal difficulties in the learning that the actual society faces is the lack of comprehension of reading, because it is what gets confused to read in spite of understanding the contents. Cain and Oakhill (2004) state that "Reading comprehension clearly involves more than than the only accessing the meaning of the individual words in the text" (2004: page 51). In other words, students practice not own competent reading comprehension skills to perform what the teacher requires them to do in a systematic way. Without comprehension, reading is only a simple action of observing words from one side to the other while making them sound, merely the students are non really focusing on what the page says it has no connotation.
Some factors that influence the learning process of students with disabilities as Dyslexia are the lack of trained teachers with an adequate ESL methodology, the absence of the use of graphic organizers to meliorate reading skills, and the need of suitable resources for students with learning disabilities.
According to Gina Kemp, M.A., Melinda Smith, Thousand.A., and Jeanne Segal, Ph.D. Last updated: Dec (2017), "There are two types of learning disabilities in reading. Basic reading problems occur when there is difficulty understanding the relationship between sounds, letters and words. Reading comprehension problems occur when there is an inability to grasp the meaning of words, phrases, and paragraphs." Reading is arguably the most difficult skill to be developed, peculiarly for students with learning disabilities. Ane of the almost common issues for ESL (English equally a Second Language) students is Decoding Difficulties. ESL students cannot decode phonemes and separate them from the sounds; this difficulty frustrates students because they have problems in pronouncing the words and identifying the sounds. By not existence able to pronounce words properly, they do not read with expression and they ignore punctuation. Decoding Difficulties is also linked to students with Dyslexia.
At the nowadays time, it can be observed that there are a lot of people with both physical and mental or sensory worldwide disabilities, this effigy tin exist uncountable only it is in sight of the human beings, it is common to detect people with inabilities at home, at piece of work and the most frequent place is at school, even in developed countries. Just unfortunately, in many cases these people are marginalized by the society which they belong.
LDAC (2015) asserts that "Learning Disabilities refer to a number of disorders which bear on the conquering, organization, retentivity, understanding or use of exact or nonverbal information" (2015: page ane). It tin can exist added that a Learning Inability is a general word that details specific problems in the learning process that directly affect to people in their learning abilities, the virtually common affected abilities are; Listening, Writing, Speaking, Reading and as well in others sciences of study like Maths, Chemistry.
Hancock (2009) points out that "Too dyslexia, in that location are numerous types of learning disabilities that appear in school-anile children" (2009: page ane). In the same line, Learning RX (2009) says that "In add-on to the cognitive processing categories, some types of learning disabilities are more specifically defined by education based labels such every bit reading, writing, linguistic communication, and math" (2009: phistoric period one). Some different learning disabilities are:
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• Dysgraphia: "The student has problem reading written words fluently, out loud" (Learning RX, 2009: folio 1). This disability is the result of Dyslexia which lacks the motor coordination and it causes problems in order to sympathise the infinite, therefore, it can be said that this incapacity affects the writing skill.
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• Dyscalculia: "The student struggles with math problems and concepts" (Learning RX, 2009: page one). Dyscalculia is considered every bit a disability that affects to the learning mathematics process.
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• Dyspraxia: "It is considered every bit a motor condition inability" (Learning RX, 2009: page one). When it is spoken of Dyspraxia it straight makes reference to the problems or the disability of a person to perform moves in the right fashion, it is difficult for to exist concentrated in social club to make a expert and coordinate move.
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• Aphasia: "The educatee has difficulty understanding spoken communication" (Learning RX, 2009: page ane). Aphasia is known as a disorder caused by damage to certain areas of the human encephalon that affects not simply the linguistic communication just also writing, reading and in many cases, it makes difficult expressing something that people desire to say.
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• Central Auditory Processing Disorder: "A sensor inability related to processing sounds" (Learning RX, 2009: page 1). This kind of inability makes people in this case scholars cannot recognize the different words' sounds making difficult for them to understand and procedure what people are talking about.
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• Visual Processing Disorder: "A sensor disability related to processing images" (Learning RX, 2009: page ane). This class of disability every bit his name indicates, affects to the humans' eyes but this does not mean that people cannot see but it does not let that the person cannot distinguish some images from other groups or by color for example, etc.
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• Dyslexia: Borton (2014) asserts that "Dyslexia is an inherited status that makes it extremely difficult to read, write, and spell in your native language despite at least average intelligence" (2014: page 1). In line with this, it tin exist added that Dyslexia is the virtually common disability that affects the language specifically to the reading in children making difficult for them to take a skillful comprehension of information technology and it is ordinarily associated with Dysgraphia and information technology is due to have bug with the writing skill. If a person has Dyslexia information technology does not mean that he has a low grade of intelligence and it is due to the fact that it is independently of factors like cultural, emotional or intellectual, often this class of disability is transmitted in genetic class.
On the other mitt Kemp, Smith and Segal (2015) say that "Reading comprehension problems occurs when there is an disability to grasp the pregnant of words, phrases, and paragraphs" (2015: phistoric period 1). With the previously mentioned, information technology can be exposed that Dyslexia involves a lot of things that must be adult and enhanced with urgency in order to amend reading comprehension in students. Talking near educational field, usually school institutions do non provide a adept learning environment for learners with Dyslexia, more than than this; those students sometimes are not part of the classroom fifty-fifty when they are in course.
In the same mode, Johnson (2013) says that "Armed with an agreement of this stardom, we parents tin can speed less time in fruitless battles with schools and more fourth dimension on the important work of helping children get the aid they need from all sources" (2013: phistoric period 1). According to this, it can be added that the main barrier for children with Dyslexia are the schools, nowadays, in Ecuador there is a few institutions that are working with learners with learning disabilities.
Kovar (2009) points out the following "There are 5 quick strategies for increasing the reading comprehension; Pre-Reading predictions, Chunk Summaries, 3 pace post reading review, Describe the reading to someone else and Brand a mind-map" (2009: phistoric period 1). According to this, there are some strategies in order to assistance students in enhancing their reading comprehension and information technology is necessary to exist familiar with these kinds of strategies, therefore information technology will take five of them as examples.
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• Pre-Reading Predictions: This blazon of activeness allows students to make an explanation and an increment of their noesis and previous experiences according to the subject that they are going to read. Information technology also allows learners to know the vocabulary or the terms in order to make a good understanding of the text. In addition, this activity stimulates the predictions most the text, making easy and reasonable the reading goals. Chunk states that this activeness consists that a educatee makes a summary of each paragraph, which consists of doing i or two sentences about each paragraph merely each of these summaries must be written in their ain words. One time the student has made the summary of all reading paragraphs, the student must exercise a summary of all summaries, if the activity is in group, learners can compare the summary with their classmates in guild to make a better agreement of the extra that volition exist read.
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• Mail Reading: The student must divide the reading in 3 steps which in first place the learner has to write about the authors ideas, equally a help the student can use the written summaries used in the Chunk Summaries action, with the utilize of this action, the reader will understand the written message past the writer. Then equally a second step, the student must write the importance of the text for the author and for the reader so the learner must do a comparing between both. Finally, the student must determine how the text is structured.
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• Draw the reading to someone else: The learner must item what he has read what using his own ideas or words, in fact he can describe what he has read to his family in society to practice his reading comprehension but he must use an appropriate language in order to make easy including a good understanding for the listener. The main idea of this activeness is to help students in describing how the text had an touch on in his life if that were the case.
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• Make a listen-map: Information technology is considered one of the all-time techniques for improving the reading comprehension. In this activity the student must put all his thoughts, summaries and his appreciations virtually the text that he has read in a comprehensible graphic, but it is non necessary that the student writes all the reading information, by the opposite, he must write few words or principal ideas in guild to connect or make a relationship with the other graphics making like shooting fish in a barrel for him at the moment of speaking or explain his ideas with the rest of the form.
According to Guidelines for easy-to-read materials (International Federation of Library Association and Institutions, 2010) in that location are two slightly unlike definitions of the term "piece of cake-to read". One ways a linguistic adaptation of a text that makes it easier to read than the average text but which does not make it easier to encompass; the other definition ways an adaptation that makes both reading and comprehension easier. To achieve such a product, the author/publisher must take into consideration content, language, illustrations, equally well as graphic layout. These stories are designed considering the age of the students and are created to put in exercise a item reading strategy, such as compare and contrast, sequence of events, story structure, amidst others. These texts are designed to take hold of the reader's attention and to motivate them with focalized stories and pictures. Using these types of readings, students tin can concentrate in one strategy at a fourth dimension and tin can be directed past the teacher in order to develop them properly.
As it is mentioned in different Learning Theories, the human mind naturally organizes and stores information, consequently our minds create structures to store newly acquired information and connect it to previous cognition. The graphic organizers are visualizations of these mental storage systems, and serve to support students in remembering and connecting information. Through the graphic organizers learners can arrange, compare and connect the data for a ameliorate comprehension, so that graphic organizers are considered as effective pedagogical tools for organizing contents and ideas that will facilitate learner'southward comprehension. The use of the Listen Map Technique as a post reading strategy will support students to consolidate their ideas in a graphic organizer to internalize what they are understanding during the process.
This educational projection is based and directed on this kind of learning disability because is very familiar to find children with this problem during their scholar age, where is a real challenge to carry on with this difficulty and for this reason there is a need of helping learners with their learning disabilities in lodge to provide them an education of quality accompanied past an excellent environment.
2. Methodology
The primary aim was to find the reality of the education as well equally the importance of the topic, that is why dissimilar mechanisms for evaluation were used. The instruments were: a survey, an interview and observation guide.
This research study is set in the qualitative and quantitative mode of a feasible project which will take theoretical principles and it volition exist able to materialize in a mediate period equally long equally the procedures let implementing the necessary resource to develop and change. It was developed using the logic of enquiry from the theoretical support of the variables until the interpretative processes as well equally the quantitative data got from tabulations of the survey and interviews.
2.1. Theoretical grandethods
The authors of this project applied the qualitative and quantitative methods in the process of collecting information. In the qualitative method the authors examined the general nature of the problem which provided them a lot of valuable information and this method too contributed to identify the primary factors that were measured in latitude and depth which help to them in order to explain the behavior of the problem. Wyse (2011) indicates that "Qualitative method is used to gain an understanding of underlying reasons, opinions, and motivation. Qualitative research is also used to uncover trends in though and opinions, and swoop deeper into the problem" (2011: page i). In the Quantitative Method: they nerveless data which comes from a adding or measurement of a determined categories or elements in guild to check an existing theory putting them in a numerical or statistical course.
ii.2. Empirical methods
The investigators applied empirical instruments starting with the Ascertainment, which permits identify and adapt the information constitute in the chosen context in order to work with specific facts through a physical certificate as the observation form. Document that has a structured type that shows the most important points of this research. The interview for data drove through a professional dialogue for acquiring information most what is being investigated. The survey includes the name, gender and course of the students who were surveyed, data that will help to determine the age when the disability is detected or if its presence is more than in boys or in girls.
2.3. Mathematical and southwardtatistical method
This method helps to collect statistical information, which is explained in tables and graphs that show the difficulties and strengths accordance with each measure. And they also demonstrate the relation between the two variables studied; dependable variable about graphic organizers and the undependable variable focused on reading comprehension
3. Results
The Observation Sheet of Form bellow (see Tabular array 1) was applied to bones elementary courses of three different high schools, with a total population of ninety-two students and includes sixteen statements about motivation before and during a reading class, nearly students and the pedagogical skills of teachers to work with differentiate students.
| Observation sail of class | |||||
| Date: | |||||
| Form: | |||||
| Content: | |||||
| Objective: | |||||
| References: ane=splendid 2=suitable 3=moderately suitable 4=suitable little 5=not possible to observe | |||||
| About the motivation class earlier reading | 1 | two | 3 | iv | v |
| i. The introduction to the grade is related to the proposed topic | |||||
| ii. Perform a probe of prior knowledge on the subject field to be treated | |||||
| iii. He/She shows creativity in the creation of the initial activity | |||||
| four. Transmit enthusiasm and involvement | |||||
| 5. The resource are properly used | |||||
| During the class | |||||
| ane. The teacher explains the themes clearly | |||||
| two. Promotes the student participation and verifies their comprehension | |||||
| 3. Encourages students to work in different activities for reading comprehension | |||||
| 4. Works with extra materials | |||||
| 5. Explains the main idea of the reading | |||||
| Well-nigh the students | |||||
| 1. Demostrate understanding while they are reading | |||||
| 2. Can synthesize principal ideas almost the text | |||||
| Nearly the pedagogical skills of teachers | |||||
| 1. Demonstrates an mental attitude of openness to students difficulties. | |||||
| ii. Performs differentiate guideline objectives for students who show difficulties | |||||
| three. Promote the development of the reading skill | |||||
| 4. Dominion of reading techniques | |||||
Table 1. Observation Sheet of Class
Accordance with the Ascertainment Sheet the teachers do not know the appropriate techniques to develop the Reading Skill in students with disabilities, they work using the same strategies and techniques all the students in the class.
The following interview (see Table 2) was practical personally during a visit to the English Coordinators of iii high schools. We took note of their answers explaining the different difficulties they have to manage with the students with learning difficulties. The objective is to decide the appropriate strategies in the evolution of reading comprehension of students with dyslexia.
Taking into business relationship the answers in this interview the coordinator expresses how difficult is to help students with learning difficulties, peculiarly with dyslexia, because that the teachers are non trained to work with them and the collaboration of parents is not enough. Students tin develop their abilities in a meliorate way if the appropriate methodologies and techniques would exist applied.
The survey beneath condensed the total population of ninety-2 students of basic simple (see Tabular array 3) which was applied by the researchers to iii different high schools in the north of the city of Guayaquil. The musical instrument includes ten statements focused in the comprehension of reading in English, so that students respond how they experience during the procedure.
The majority of students, between 11 and 14 years old, who nourish the same school year merely in different high schools answered the questionnaire that included 10 statements well-nigh the difficulties to empathize the primary idea of a book in English is because they notice new vocabulary or because teachers do not apply new methodologies in order to develop their reading comprehension.
Students were strongly agreed that the apply of graphic organizers will do good them to understand the information of the readings, because information technology is possible to divide it in different sections also information technology will help to classify and resume data paragraph by paragraph allowing them to relate each function. Through the Venn Diagram the data tin can be distributed into different parts including a relationship betwixt them, in the case of reading information technology is separated by paragraph by paragraph, which will encourage students to obtain a better reading comprehension specially for students with any learning disability.
| Interview to the coordinator of the inclusive educational section | |
| There are fifteen students with learning disabilities in the basic in the bones elementary department |
| At that place are 6 students with dyslexia. |
| The pedagogical strategies applied to students with dyslexia are: having them to put in order syllables to create, to repeat syllables, to complete words in a statement, then on. |
| The parents' commitment is to look for a specialist to put their children in an adequate treatment to handle their difficulties in a better way |
| The functions of the teachers for facing inclusive education is to elaborate adapted syllabus in order to requite inclusive students a curriculum suited for their abilities and levels. Also, to focus more on these students while instruction the regular classes helping them to emphasize in the syllabus us. |
| No, teachers practise not usually have preparation when performing their careers to teach students of inclusive educational programs, not even in the schools, because of that the inclusive educational department for the school which provides them a brief guidance to execute adapted curriculum for these students. However, this help is not enough to help students to develop their skills in their learning process |
| The answer is not applicable for this question |
| Teachers who give lessons of language in Spanish do have certain tools to develop reading comprehension of students with dyslexia, only not equally many every bit it should be. But this does not include English classes; the teachers just accept the regular book, the board and the recorder to requite regular classes, which is not appropriate to reach the target that is developing students' abilities to communicate in a foreign language. |
| Yes, I think information technology would be a actually helpful tool for English teachers to promote the reading comprehension in students with dyslexia by using and designing graphic organizers to have a better understanding of the main ideas of the texts. Actually, the inclusive section of this institution proposed a like idea in Spanish for adjacent school twelvemonth, only the project has non been done, hence I believe this handbook with easy‑to-read stories will be a useful and interesting instrument to upgrade students' level and ability every bit English readers. |
Table 2. Interview to the Coordinator of the Inclusive Educational Department
In order to relate de information obtained in the surveys the results were tabulated using the chi-square (see Table four) which establishes the probabilities between the information:
As per the results of chi-square mensurate, the comparing between dissimilar statements about students survey was done and the results stablish the correlation and probability that represent the dissimilar values.
Well-nigh of learners accepted that the motivation in the design of graphic organizers enhances the foreign linguistic communication learning, and they also indicated that this type of methodology makes more interesting to learn any bailiwick.
| Results of the survey for students | |||||
| This survey is practical to students of eighth course who suffer Dyslexia in the schools of the Due north of the urban center | |||||
| Age: __ Gender: __ Male - Female Course: _8 th Bones Simple | |||||
| Strongly agree | Agree | Neutral | Disagree | Strongly disagree | |
| 41% | 8% | 1% | ||
| 43% | 1% | three% | 3% | |
| 44% | 5% | 1% | ||
| 28% | 22% | |||
| 45% | 5% | |||
| 35% | 15% | |||
| 7% | 43% | |||
| 44% | 6% | |||
| 44% | 5% | ane% | ||
| forty% | half dozen% | 3% | one% | |
Table 3. Results of the Survey for Students
| Chi-foursquare test | |||||
| Value | Df | Asymp. Sig. | Exact Sig. | Exact Sig. | |
| Pearson Chi-Foursquare | 5.009 | 1 | .025 | .033 | .025 |
| Correction of Continuityb | three.714 | 1 | .054 | ||
| Relation of Probability | 5.318 | 1 | .021 | .033 | .025 |
| Fishers verbal exam | .033 | .025 | |||
| Linear-by-Linear Associate | four.909 | 1 | .027 | .033 | .025 |
| Northward° of valid cases | 50 | ||||
Table iv. Chi-Foursquare Examination
4 . Conclusions
Later on applying the Ascertainment sheet, it was determined the lack of attention to work with students with learning difficulties, as well as the deficiency of preparation of teachers to manage this kind of students. As they practise not know how to work with them, they assume the students comprehension is equal for all of them.
The interview that was carried out for different coordinators, who are prepared to nourish students with difficulties but their disadvantage is that they do not teach English or they cannot be working with the students ane past ane. Coordinators accustomed the difficulty they are facing with students with disabilities and the best they did was trying to train teachers offering cursory seminars, which is not plenty to solve the trouble.
On the other hand, the students who were surveyed confirmed their misunderstanding or the full lack of comprehension when they are reading in English language. They also agree that the application of new techniques specific and especial for them would motivate and articulate up their doubts while they are reading English texts.
Each one of the results of the answers about the statements were tabulated, analyzed and placed in tables with the corresponding pct per each option and they were as well represented in statistical graphs every bit spherical figures to demonstrate the maximum score for an option and the minimum score for another option most the same argument. Statistical graphs support to identify the tendency in each answer.
The evaluation of the results about the different mechanisms that were applied, assistance to determine that the use of advisable methodology and techniques including the adequate and suitable didactic material for the English teachers will be a peachy do good because they will improve the quality of education to the learners, specially for students who present learning disabilities like dyslexia, dysgraphia, dyscalculia, etc.
The different activities using organizers of ideas are specifically designed to develop comprehension of the content students are reading. It also will stimulate students with dyslexia to be integrated, participative in the form considering they are involved with the content of the readings.
Afterwards reviewing the answers of the members of the educative community who were surveyed nosotros conclude that using graphic organizers in class help to have a amend comprehension of a specific topic in the classroom for students with learning difficulties.
Annunciation of Conflicting Interests
The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.
Funding
The authors received no financial support for the research, authorship, and/or publication of this article.
R eferences
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Hancock, K. (2009). Types of Learning Disabilities . Understanding Special Education. http://www.understandingspecialeducation.com/types-of-learningdisabilities (Accessed : Baronial 201 7)
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Kemp, G, Smith, M., & Segal, J. (2017). Learning Disabilities and Disorders - Types of Learning Disorders and Their Signs. Help Guide. https://www.helpguide.org/manufactures/autism-learning-disabilities/learning-disabilities-and-disorders.htm (Accessed : December 201 vii)
Kovar, V. (2009). 5 Ways to Improve Reading Comprehension . Pick the Brain Grow Yourself. http://www.pickthebrain.com/blog/five-waysto-improve-reading-comprehension/ (Accessed : April 201 7)
LDAC. (2015). Official Definition of Learning Disabilities . Learning Disabilities Clan of Canada. http://www.ldacacta.ca/learn-more/ld-defined/official-definition-of-learning-disabilities (Accessed : October 201 vii)
Learning RX. (2009). Types of Learning Disabilities . Learning Rx. One-on-one brain training . https://www.learningrx.com/some-types-of-learning-disabilities.htm (Accessed : November 201 7 )
Wyse, Southward.Due east. (2011). What is the Departure between Qualitative Research and Quantitative Research? Snap Surveys. http://www.snapsurveys.com/blog/what-is-the-difference-between-qualitative- research-and-quantitative-research (Accessed : Jan 201 8 )
Source: https://www.jotse.org/index.php/jotse/article/view/414/299
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