ISSN: 2222-6990
Open access
This article presents a literature review and recommendations on enhancing reading skills for children with specific learning disabilities. Immediately after a child is diagnosed as encountering problems in reading, we must start to plan interventions for them. This article coincides with the education demands on ensuring sustainable development among children with specific learning disabilities. We hope more reading instructions can support children with specific learning difficulties to ensure a better education. The results of this study can provide a clearer picture of the prototype product direction that needs to be developed to help more children who encounter reading difficulties. Recommendations are made through framework design and intervention with interactive teaching kits to capture their attention while learning a language. We also developed three-dimensional books covering 10 Bahasa Malaysia word clusters. Hence, language will be much easier to learn by grouping the words based on the level of difficulties. It is also important for teachers to understand students’ abilities in planning learning activities accordingly.
Ahmad, N. A. (2018). Embedding information and communication technology in reading skills instruction: Do slow learners special needs ready for it? International Journal of Academic Research in Progressive Education and Development, 7(3), 582-591. http://dx.doi.org/10. 6007/IJARPED/v7-i3/4576
Ahmad, N. A., & Khoo Y. Y. (2020). Need Analysis on Improving Reading Skills Using Interactive Kit Media Among Low Achievers. International Journal of Psychological Rehabilitation, 24(07), 7432-7438. https://doi.org/10.37200/IJPR/V2417/PR270711
Ahmad, N. A., & Khoo, Y. Y. (2019). Using Interactive Media to Support Reading Skills among Underachieving Children. International Journal of Innovation, Creativity and Change, 8(7), 81-88.
Ahmad, N. A. (2020). Learning Reading Skills Independently Using Interactive Multimedia. Universal Journal of Educational Research, 8(6): 2641-2645. https://10.13189/ ujer.2020.080647
Ariffin, M. M., Halim, F. A. A., Arshad, N. I., Mehat, M., & Hashim, A. S. (2019). Calculic Kids© Mobile App: The impact of educational effectiveness of dyscalculia children. International Journal of Innovative Technology and Exploring Engineering, 8(8S), 701-705.
Bosse, M. L. (2015). Learning to Read and Spell: How Children Acquire Word Orthographic Knowledge. Child Development Perspectives, 9(4), 222-226. https://doi.org/10.1111/cdep.12133
Bruefach, T., & John, R., Reynolds, J. R. (2022). Social isolation and achievement of students with learning disabilities. Social Science Research, 104: 102667. https://doi.org/10.1016/j.ssresearch.2021.102667
Foxworth, L. L., Hashey, A., & Sukhram, D. P. (2019). Writing in the digital age: An investigation of digital writing proficiency among students with and Without LD., 35(5): 445-457. https://doi.org/10/1080/10573569.2019.1579011
Gallardo, M., Heiser, S. & McLaughlin, X. A. (2015). Modern languages and Specific Learning Difficulties (SpLD): implications of teaching adult learners with dyslexia in distance learning. The Journal of Open, Distance, and e-Learning,1-22. https://doi.org/10.1080/02680513.2015.1031647
Gonzalez-Valenzuela, M., & Martin-Ruiz, I. (2016). Effects on reading of an early intervention program for children at risk of learning difficulties. Remedial and Special Education, 1-9. https://doi.org/10.1177/0741932516657652
Hardy, I., & Woodcock, S. (2014). Contesting the recognition of Specific Learning Disabilities in educational policy: Intra and inter-national insights. International Journal of Educational Research, 66: 113-124. https://doi.org/10.1016/j.ijer.2014.03.003
Ken, N. C., Yahayam, N., & Ibrahim, N. H. (2017). Effectiveness of mobile learning application in improving reading skills in Chinese language and towards post-attitudes. International Journal of Mobile Learning and Organisation, 11(3), 210-225. https://doi.org/10.1504/IJMLO.2017.10005992
Kim, Y. G., Lee, H., & Zuilkowski, S. S. (2019). Impact of literacy interventions on reading skills in low- and middle-income countries: A meta-analysis. Child Development, 1-23. https://doi.org/10.1111/cdev.13204
Kucukalkan, K., Beyazsacli, M., & Oz, A. S. (2019). Examination of the effects of computer-based mathematics instruction methods in children with masthematical learning difficulties: A meta-analysis. Behavior and Information Technology, 38(9), 913-923. https://doi.org/10.1080/0144929X.2019.1597166
Morsanyi, K., Van Bers, B. M. C. W., McCormack, T., & McGourty, J. (2018). The prevalence of specific learning disorder in mathematics and comorbidity with other developmental disorders in primary school-age children. British Journal of Psychology, 109(4), 917-940. https://doi.org/10.1111/bjop.12322
Ostiz-Blanco, M., Bernacer J., Garcia-Arbizu, I., Diaz-Sanchez, P., Rello, L., Lallier, M., & Arrondo, G. (2021). Improving Reading Through Videogames and Digital Apps: A Systematic Review. Frontiers in Psychology, 12:652948.
https://doi.org/10.3389/fpsyg.2021 .652948
Pesovaa, B., Sivevskab, D., & Runceva, J. (2014). Early Intervention and Prevention of Students with Specific Learning Disabilities. Procedia-Social and Behavioral Sciences, 149: 70–708.
Polat, E., Cagiltay, K., Aykut, C., & Karasu, N. (2019). Evaluation of a tangible mobile application for students with specific learning disabilities. Australian Journal of Learning Difficulties, 24(1): 95-108.
Praheto, B. E., Rohmadi, M., Wardani, N. E. (2020). The effectiveness of interactive multimedia in learning Indonesian language skills in higher education. Rupkatha Journal on Interdisciplinary Studies in Humanities, 12(1), 1-11.
https://dx.doi.org/10.21659/rupkatha. v12n1.34
In-Text Citation: (Ahmad et al., 2022)
To Cite this Article: Ahmad, N. A., Kung-Teck, W., Soo-May, Y., & Jeffry, F. (2022). Enhancing Reading Skills among Children with Specific Learning Disabilities. International Journal of Academic Research in Business and Social Sciences, 12(12), 707–713.
Copyright: © 2022 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non0-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode