Use of Flashcards in Dealing with Reading and Writing Difficulties in SEN students
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Abstract
Various research studies have found that DI flashcards is a highly effective intervention technique when academic skills deficits are found in the students with disabilities. This study aims to evaluate the effects of a flashcard system in dealing with reading and writing problems with 40 5th grade female students with learning disorders. Students with learning disorders experience academic problems, which is preceded by signs such as distorted language or a delay in picking up a language etc. It means that the problems are natural, neurological and behavioural at times. The school identified for the present study was located in an urban school district in the Northern Border areas of Saudi Arabia. A specific textbook My beautiful language by Lughati Al Jamila for 5th grade elementary pupils was chosen as a tool for the study, based on the students’ pre-test scores. The effects of the flashcard procedure were assessed across sets of problems. The post study data reveals that all participants improved their mastery of reading and writing skills. The flash card procedure was inexpensive and easily implemented in a resource room setting.
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References
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