FACULTY OF EDUCATION
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Item Comprehensive reading instruction for students with learning disabilities: implications for teachers in inclusive education classrooms(Department of Vocational Education, Faculty of Education, University of Calabar-Nigeria, 2016-07) Lazarus, K. U.Despite the critical role of good reading skills in the lives of all individuals, students with learning and specific reading disabilities often manifest deficits in the acquisition and use of diverse reading skills that are unexpected in relation to their age, cognitive ability, quantity and quality of instruction and intervention. This is particularly worrisome as these reading problems often go unnoticed during the primary school years. Once these students get to secondary school, their reading disabilities become more pronounced and its consequences further apparent to teachers and parents. Based on this problem, this paper discussed the need- for a comprehensive reading instruction for students with reading disabilities, the components of a comprehensive reading instruction and guidelines for a comprehensive reading instruction. Thus, it was concluded that no component of the reading skill should be downplayed. Moreover, this paper recommended among other things that teachers of students with learning and reading disabilities should conduct ongoing assessments to determine the actual nature of individual student reading disabilities. Thereafter, teachers of students with learning and reading disabilities should proceed with delivery of a balanced and comprehensive reading instruction that is guided by scientifically evidence-based procedures as discussed in this paper.Item Comprehensive reading instruction for students with learning disabilities: implications for teachers in inclusive education classrooms(Department of Vocational Education, Faculty of Education, University of Calabar-Nigeria, 2016-07) Lazarus, K. U.Despite the critical role of good reading skills in the lives of all individuals, students with learning and specific reading disabilities often manifest deficits in the acquisition and use of diverse reading skills that are unexpected in relation to their age, cognitive ability, quantity and quality of instruction and intervention. This is particularly worrisome as these reading problems often go unnoticed during the primary school years. Once these students get to secondary school, their reading disabilities become more pronounced and its consequences further apparent to teachers and parents. Based on this problem, this paper discussed the need- for a comprehensive reading instruction for students with reading disabilities, the components of a comprehensive reading instruction and guidelines for a comprehensive reading instruction. Thus, it was concluded that no component of the reading skill should be downplayed. Moreover, this paper recommended among other things that teachers of students with learning and reading disabilities should conduct ongoing assessments to determine the actual nature of individual student reading disabilities. Thereafter, teachers of students with learning and reading disabilities should proceed with delivery of a balanced and comprehensive reading instruction that is guided by scientifically evidence-based procedures as discussed in this paper.Item Relationship between aggressive behavior and reading achievement among students with reading disabilities in Ibadan, Oyo state(Nigerian School Health Association (NSHA), 2015) Lazarus, K. U.This study investigated the relationship between aggressive behaviour and reading achievement of students with reading disabilities in lbadan, using the descriptive survey design. Two hundred and eighty-two (282) students with reading disabilities from seven secondary schools were randomly selected in four local, government areas in Ibadan. The study used an adapted version of the Learning Disabilities Screening Inventory by Learning Disabilities Association of Ontario (LDAO, r=0.63, the Reading Disabilities Screening Test (RDST, r-0.70), the Students' Test of Reading (STR, r-0.72), and the Beliefs about Aggression and Alternative (BAA, r-0.72). Pearson Product Moment Correlation (PPMC) was used to answer one research question generated, while t-test statistics was used to test the three hypotheses generated al 0.05 level of significance. The results showed that there was a signifìcant relationshipip between aggressive behaviour and reading achievement (r= -0.719, P<.05). This portrays that high aggressive behaviour would definitely lead to decreased reading achievement among students with reading disabilities, and vice versa. Also, there were signifìcant differences in aggressive behaviour and gender (F-5.049, df=280, p< 0.05); family type (F=11.004, df=280, p< 0.05); and. school type (F=9.280, df=280, p< 0.05). It was recommended that general and special educators working with students with reading disabilities should consciously implement effective strategi.es to control, manage and curb aggressive behaviours of the students so as to improve their reading and academic achievement.Item The storm and stress of adolescents with reading disabilities: implications for teachers and parents(2013) Lazarus, K. U.Adolescence is a distinct stage of life that has attracted the attention of researchers globally. In 1904, Hall presented the idea of adolescence as a period of storm and stress. Sequel to this idea, increased empirical data caused this notion to stagger. However, the internalizing and extemalizing problem behaviours of adolescence indicate that this idea cannot just be discarded in the tight of modem psychology. Stress, which is the physical, mental and emotional human response to a particular stimulus, can arise In adolescents with reading disabilities as a result of hormonal changes of adolescence and the increased demands of school. Stress can actually exacerbate signs of learning disabilities that adolescents were able to manage or mask when they were younger. Some adolescents encounter problems with decoding, fluency and comprehension. Others may exhibit motivational issues, behaviour concerns and self-concept problems that may result in dropping out of school. This present paper therefore recognized and described the storm and stress of adolescents with reading disabilities. Teaching and parental role implications of the present concept were discussed. In the same vein, strategies for fostering reading skills of adolescents with reading disabilities at word recognition level, language comprehension and the use of self-regulatory and executive processes were discussed. Above all, it was emphasized that for adolescents with reading disabilities to become competent readers, teachers should provide a balanced reading instruction by ensuring that instruction is explicit, scaffolded and sequenced. Parents should support, encourage and assist adolescents' reading development by acting as teachers, showing parental love and care, encouraging uptake of challenges and participating in in-school programmes