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Assessing Dyslexia at Six Year of Age
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Developing a model for resource room training for slow learners in normal schools.

P Krishnakumar1, A M Jisha, Sowmya K Sukumaran

  • 1Child Development Services, Institute of Mental Health and Neurosciences (IMHANS), Medical College, Calicut, India. krikurp@gamil.com

Indian Journal of Psychiatry
|February 4, 2012
PubMed
Summary

Individualized education programs (IEPs) significantly improve academic performance for slow learners. This study found that 87% of children showed improvement in reading, writing, or math after the program.

Keywords:
Individualized educationresource room trainingscholastic backwardnessslow learner

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Area of Science:

  • Educational Psychology
  • Special Education

Background:

  • Scholastic backwardness affects many children in mainstream schools, with slow learners being a significant subset.
  • Resource room training models offer a potential intervention strategy for these students.

Purpose of the Study:

  • To evaluate the effectiveness of an individualized education program (IEP) for slow learners.
  • To assess the impact of resource room-based training on academic functioning.

Main Methods:

  • 15 children (IQ 70-90) received 4 months of individualized education.
  • Training focused on reading, writing, and mathematics, 5 hours/week.
  • Academic levels were assessed pre- and post-intervention by independent evaluators.

Main Results:

  • 87% of children demonstrated improvement in at least one academic area (reading, writing, mathematics).
  • 47% of participants showed improvement across all three subjects.
  • The overall academic gains were statistically significant.

Conclusions:

  • Individualized education programs are effective in enhancing the academic functioning of slow learners.
  • IEP interventions can lead to measurable improvements in core academic skills.