Prevalence of Articulation Errors among Jordanian Gifted Students with Dyslexia

Year 2020, Volume: 8 Issue: 1, 533 - 547, 15.03.2020

Samer Mahmoud Al-zoubi Suhail Al-zoubı

https://doi.org/10.17478/jegys.682635

Cited By: 3

Abstract

This research aimed at investigating the prevalence of articulation errors among Jordanian gifted students with dyslexia at Al-Khourah Directorate of Education. 33 gifted students with dyslexia aged 6–12 years participated in this research. The resource room teachers applied the articulation errors checklist to the participants to detect the prevalence of these errors according to gender, type of articulation errors, and the position of the error in the word. The results indicated that the prevalence of articulation errors among Jordanian gifted students with dyslexia was 36.36%; 75% of the articulation errors appeared among male students; the most prevalent type of articulation errors was substitution 66.67%, and 75% of the articulation errors in the word position appeared at the beginning of the word.

Keywords

articulation errors, gifted with dyslexic, giftedness, prevalence

Thanks

thanks

References

• Adubasim, I., & Nganji, J. (2017) Dyslexia-a learning difference. Autism Open Access, 7(1), 1-4.
• Agarwal, A., & Singh, Y. (2011). The gifted children with learning disability. Indian Streams Research Journal, 1(1), 1-4.
• Al-Ajrami, M., & Baides, H. (2015). The analysis of linguistic error of fourth level Korean learners of Arabic at the Language Center/ University of Jordan. Dirasat: Social Sciences, 42(1), 1087-1108.
• Al-Hroub, A. (2007). Parents’ and teachers’ contributions to identifying the unusual behavioural patterns of mathematically gifted children with learning difficulties (MG/LD) in Jordan. The Psychology of Education Review, 31(1), 8-16.
• Al-Hroub, A. (2010a). Perceptual skills and Arabic literacy patterns for mathematically gifted children with specific learning difficulties. British Journal of Special Education, 37(1), 25-38.
• Al-Hroub, A. (2010b). Developing assessment profiles for mathematically gifted children with learning difficulties in England. Journal of Education for the Gifted, 34(1), 7-44.
• Al-Hroub, A. (2012). Theoretical issues surrounding the concept of gifted with learning difficulties. International Journal for Research in Education, 31, 30-60
• Al-Hroub, A. (2014). Identification of dual-exceptional learners. Procedia - Social and Behavioral Sciences 116, 63 – 73.
• Al-Hroub, A., & Krayem, M. (2018). Teachers’ knowledge and perceptions on ADHD and overexcitabilities in gifted learners. International Journal for Talent Development and Creativity, 6(2), 35- 42.
• Al-Okail, A. (2008). Articulation and phonological problems of children with learning disabilities and mental retardation in Jordan: A comparative study (PhD thesis), University of Jordan, Amman, Jordan.
• Al-Rousan, F., AlSrour, N., Al-Smadi, Y., AlAjlouni, K., Abu Talib, S., & Bajis, I (1998). Developing a Jordanian version of the Group Inventory for Finding Talent (GIFT) to identify gifted children in the elementary school. Arab Journal of Education, 18(1), 49-73.
• Alzig, A., & Alsewairy, A. (2010). Problems related to receptive and expressive language among pupils with language learning disabilities in the city of Riyadh. Jordan Journal of Educational Sciences, 6(1), 41-52.
• Al-Zoubi, S., & Al-Adawi, F. (2019). Effects of instructional activities based on Multiple Intelligences Theory on academic achievement of Omani students with dyscalculia. Journal for the Education of Gifted Young Scientists, 7(1), 1-14.
• Amayreh, M., & Natour, Y. (2014). Introduction to communication disorders. Amman, Jordan: Daralfiker.
• Ates, H., & Afat, N. (2018). A case study investigating the language development process: Early literacy experiences and educational problems of a gifted child. Journal for the Education of Gifted Young Scientists, 6(4), 36-71.
• Azmat, R., Khan, M., Manzoor, T., Ibrahim, M,. Sadia, T., & Safa, P. (2014). Prevalence of articulation disorder in school going children between ages of 8 to 12 years. International Journal of Rehabilitation Sciences, 3(1), 32-36.
• Bani Abdel Rahman, M., & Al-Zoubi, S. (2017). Effects of classwide peer tutoring on word attack skills among students with learning disabilities. European Journal of Special Education Research, 2(5), 88-101.
• Beckmann, E., & Minnaert, A. (2018). Non-cognitive characteristics of gifted students with learning disabilities: An in-depth systematic review. Frontiers in Psychology, 9, 1-20.
• Brumberg, J., Wright, E., Andreasen, D., Guenther, F., & Kennedy, P. (2011). Classification of intended phoneme production from chronic intracortical microelectrode recordings in speech-motor cortex. Neuroprosthetics, 5, 1-12.
• Buică-Belciu, C., & Popovici, D. (2014). Being twice exceptional: Gifted students with learning disabilities. Procedia - Social and Behavioral Sciences, 127,519-523.
• Chamberlin, S., Buchanan, M., & Vercimak, D. (2007). Serving Twice-Exceptional Preschoolers: Blending gifted education and early childhood special education practices in assessment and program planning.
• Chaturvedi, S., Gupta, N., Verma, A., & Tandan, A. (2015). Speech comprehension: Neurophysiology, components & types of sound. IOSR Journal of Dental and Medical Sciences, 14(7), 37-43.
• Denscombe, M. (2017). The good research guide: For small-scale social research projects (6th ed.). London: McGraw-Hill.
• Gibbs, D., & Cooper, E. (1989). Prevalence of communication disorders in students with learning disabilities. Journal of Learning Disabilities, 22(1), 60–63.
• Gilman, B., Lovecky, D., Kearney, K., Peters, D., Wasserman, J., Silverman, L. Rimm, S. (2013). Critical issues in the identification of gifted students with co-existing disabilities the twice-exceptional. SAGE Open, 3(3), 1-16.
• Hallahan, D., Kauffman, J., Pullen, P. (2012). Exceptional learners. An introduction to special education (12th ed.) Boston: Pearson.
• Harris, J. (2014). New classification for neurodevelopmental disorders in DSM-5. Current Opinion in Psychiatry, 27(2), 95-97 Heward, W. (2003). Exceptional children: An introduction to special education (7th ed.). Columbus, OH: Prentice-Hall.
• Kalaldeh, R. (2016). English pronunciation errors by Jordanian University Students. Arab World English Journal, 7(2), 394-416,
• Kamhi, A., & Catts, H. (2012). Language and reading disabilities (3rd.ed). Upper Saddle River, NJ: Person Education.
• Kohli, A., Sharma, S., & Padhy, S. (2018). Specific learning disabilities: Issues that remain unanswered. Indian Journal of Psychological Medicine, 40(5), 399–405.
• Kurup, A., & Dixit, S. (2016). Gifted with disabilities: The twice-exceptional in India. Indian Educational Review, 54(2), 7-25.
• Lerner, J., & Johns, B. (2012). Learning disabilities and related mild disabilities. Belmont, CA: Wadsworth.
• McKinnon, D., McLeod, S., & Reilly, S. (2007). The prevalence of stuttering, voice, and speech-sound disorders in primary school students in Australia. Language, Speech, and Hearing Services in Schools, 38(1), 5–15.
• Moats, L. (2010). Speech to print: Language essentials for teachers (2nd ed). Baltimore, MD: Brookes Publishing.
• Nada, A. (2009). Learning disabilities. Amman, Jordan: AlWaraq Publishing.
• Nakai, Y., Jeong, J., Brown, E., Rothermel, R., Kojima, K., Kambara, T.,… Asano, E. (2017). Three-and four-dimensional mapping of speech and language in patients with epilepsy. Brain, 40 (5), 1351–1370.
• O'laimat, E., & Al-Rousan, F. (2016). The effectiveness of the assessment instrument of phonological and articulation disorders: The Jordanian version in diagnosing children with communication disorder. Dirasat: Educational Sciences, 43(1), 429-445.
• Preston, J., Hull, M., & Edwards, M. (2013). Preschool speech error patterns predict articulation and phonological awareness outcomes in children with histories of speech sound disorders. American Journal of Speech-Language Pathology, 22,173- 184.
• Purnama, S., Farikah., Purwanto, B., Wardhani, S., Kholid, I., Huda, S., & Joemsittiprasert, W. (2019). The impact of listening phonological errors on speaking: A case study on English education. Journal for the Education of Gifted Young Scientists, 7(4), 899-913.
• Puyvelde, M., Neyt, X., McGlone, F., Pattyn, N. (2018). Voice stress analysis: A new framework for voice and effort in human performance. Frontiers in Psychology, (9), 1-25.
• Rafik, G. (2012). Some difficulties of teaching/learning English speech sounds for students Whose native language is Arabic. Journal of College of Basic Education, 4(7), 428-445.
• Raymond, E. (2012). Learners with mild disabilities: A characteristics approach (4th ed.). Upper Saddle River, NJ: Person Education.
• Reis, S., Baum, S., & Burke, E. (2014). An operational definition of twice-exceptional learners: Implications and applications. Gifted Child Quarterly, 58(3), 217–230.
• Rimm, S. (1984). The characteristics approach: Identification and beyond. Gifted Child Quarterly, 28(4), 181-187.
• Salem, O. (2015). Communication disorders. Amman, Jordan: Massira.
• Sansom, S. (2015). Gifted students with learning disabilities: A current review of the literature. Acta Scientiae et Intellectus, 1(1), 5-17.
• Shariq, M. (2015). Arabic and English consonants: A phonetic and phonological investigation. Advances in Language and Literary Studies, 6(6), 146-152.
• Todorova, (2019). Specific articulation disorders in children native speakers of Bulgarian – distribution, characteristics, demographic patterns. European Journal of Social Science Education and Research, 6(1), 51-56.
• Trezek, B., & Mayer, C. (2019). Reading and deafness: State of the evidence and implications for research and practice. Education Sciences, 9(3), 1-14.
• Yurtbaşi, M. (2016). Nasreddin Hodja Tales may inspire Turkish foreign language gifted and talented students to speak better English. Journal for the Education of Gifted Young Scientists, 4(2), 59-86.
• Zreqat, I. (2014). Speech and language disorders: Diagnosis & treatment. Amman, Jordan: Daralfiker.