Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2019, Cilt: 9 Sayı: 2, 284 - 303, 31.08.2019
https://doi.org/10.33403/rigeo.510360

Öz

Kaynakça

  • Aleci, C., Piana, G., Piccoli, M. & Bertolini, M. (2012). Developmental dyslexia and spatial relationship perception. Cortex, 48, 466-467.
  • Allegri, R. (2015). Geography and disability: a reflection on opportunities offered by teaching geography to dyslexic students. Journal of Research and Didactics in Geography (J-READING), 2, 4, 85-93.
  • Aliakbari, M. & Haghighi, J. K. (2014). On the effectiveness of differentiated instruction in the enhancement of Iranian learners reading comprehension in separate gender education. Procedia-Social and Behavioral Sciences, 98, 182-189.
  • Appleton, K. (1995). Student teachers’ confidence to teach science: Is more science knowledge necessary to improve self-confidence? International Journal of Science Education, 17, 357–369.
  • Bacon, F. (2013). The Advancement of Learning: Book I. Cambridge, UK: Cambridge University Press.
  • Bacon, A. M., Handley, S. J. & McDonald, E. L. (2007). Reasoning and dyslexia: A spatial strategy may impede reasoning with visually rich information. British Journal of Psychology, 98(1), 79-92.
  • Bekiaris, A. & Simitzi, I. (2012). Dyslexia and ADHD: Characteristics and difficulties. Proceedings of the Hellenic Institute of Applied Education and Training, 6th Panhellenic Conference, 5-7 October 2012, Athens.
  • Bettis, Ν. C. (2001). Assessment issues in geographic education for the twenty-first century. Journal of Geography, 100(4), 171-174.
  • Bishop, A. J. (1980). Spatial abilities and mathematics: Education review. Educational Studies in Mathematics, 11, 257-269.
  • Blazar, D., & Kraft, M. A. (2017). Teacher and teaching effects on students’ attitudes and behaviors. Educational evaluation and policy analysis, 39(1), 146-170.
  • Brooks, C. (2006). Geography teachers and making the school geography curriculum. Geography, 91, 75-83.
  • Brunswick, N., Martin, N. G. & Marzano, L. (2010). Visuospatial superiority in developmental dyslexia: Myth or reality? Learning and Individual Differences, 20, 421-426.
  • CGE-IGU (1992). International charter on geographical education. Haubrich, H. (ed). (1994), Freiburg:International Geographical Union, Commission on Geographical Education.
  • CGE-IGU. (2016). International charter on geographical education. Beijing, August 24th, 2016: International Geographical Union, Commission on Geographical Education.
  • Chamberlin, M. & Powers, R. (2010). The promise of differentiated instruction for enhancing the mathematical understandings of college students. Teaching Mathematics and Its Applications: An International Journal of the IMA, 29(3), 113-139.
  • Cohen, B. J. (2018). The geography of money. Cornell university press.
  • Duckworth, A. L., Quinn, P. D., & Tsukayama, E. (2012). What No Child Left Behind leaves behind: The roles of IQ and self-control in predicting standardized achievement test scores and report card grades. Journal of educational psychology, 104(2), 439.
  • Duranovic, M., Dedeic, M. & Gavric, M. (2015). Dyslexia and visual- spatial talents. Curr Psychol, 34, 207- 222. DOI: 10.1007/s12144-014-9252-3
  • Eide, F. (2015). New Evidence for Dyslexic Strengths in 3D Spatial Reasoning. Retrieved: http://www.dyslexicadvantage.org/new-evidence-for-dyslexic-strengths-in-3d-spatial-reasoning/
  • Faggella‐Luby, M. N. & Deshler, D. D. (2008). Reading comprehension in adolescents with LD: What we know; what we need to learn. Learning Disabilities Research & Practice, 23(2), 70-78.
  • Gersmehl, P. J. & Gersmehl, C. A. (2006). Wanted: A concise list of neurologically defensible and assessable spatial thinking skills. Research in Geographic Education, 8(1), 5-38.
  • Gersmehl, P. J. & Gersmehl, C. A. (2007). Spatial thinking by young children: Neurologic evidence for early development and “educability”. Journal of Geography, 106(5), 181-191.
  • Gersmehl, P. J. & Gersmehl, C. A. (2011). Spatial Thinking: Where Pedagogy Meets Neuroscience. Problems of Education in the 21st Century, 27, 48-66.
  • Giovagnolli, G., Vicari, S., Tomassetti, S. & Menghini, D. (2016). The role of Visual- Spatial Abillities in Dyslexia: Age Differences in Children’s Reading? Frontiers in Psychology, 7, 1-9.
  • Golledge, R. G. (2002). The nature of geographic knowledge. Annals of the Association of American geographers, 92(1), 1-14.
  • Goodchild, M. F. (2006). The fourth R? Rethinking GIS education. ArcNews, 28(3), 1.
  • Haghighi, K. J. (2012). The impact of differentiated instruction strategies and traditional basal instruction on the reading achievement of Iranian EFL students. Unpublished master’s thesis, University of Ilam, Iran.
  • Hespanha, S. R., Goodchild, F. & Janelle, D. G. (2009). Spatial thinking and technologies in the undergraduate social science classroom. Journal of Geography in Higher Education, 33, Supplement: S17-S27.
  • Jacovina, M., Ormand, C., Shipley, T.F., & Weisberg, S. (2014). Topographic Map Assessment. [Measurement Instrument]. Retrieved from: Newcombe, et al., 2015. THE LAY OF THE LAND: SENSING AND REPRESENTING TOPOGRAPHY. Perspectives on Spatial Cognition, 10, 1-57. DOI: http://dx.doi.org/10.4148/1944-3676.1099. (APENDIX A and B).
  • Janelle, D. G. & Goodchild, M. F. (2009). Location across disciplines: Reflections on the CSISS experience. In Geospatial technology and the role of location in science (pp. 15-29). Springer, Dordrecht.
  • Jo, I. & Bednarz, S. W. (2009). Evaluating geography textbook questions from a spatial perspective: Using concepts of space, tools of representation, and cognitive processes to evaluate spatiality. Journal of Geography, 108(1), 4-13.
  • Johnston, J. & Ahtee, M. (2006). Comparing primary student teachers’ attitudes, subject knowledge and pedagogical content knowledge needs in a physics activity. Teaching and Teacher Education, 22(4), 503-512.
  • Jorn, A. F. (1983). Specific reading retardation and working memory: A review. British Journal of Psychology, 74, 311-342. DOI: 10.1111/j.2044-8295.1983.tb01865.x
  • Joseph, S., Thomas, M., Simonette, G. & Ramsook, L. (2013). The Impact of Differentiated Instruction in a Teacher Education Setting: Successes and Challenges. International Journal of Higher Education, 2(3), 28-40.
  • Khasawneh, M. A. (2012). Spatial ability for children with learning disabilities in hail and its relationship with some variables. European Scientific Journal, 8(22), 280-298.
  • Klonari, Aik. (2002). "The Status of Geography in Educational System in the Compulsory Schools", Proceedings of the 6th Pan‐hellenic Geographical Conference, Thessalonica, Greece, October 3‐ 6, 2002, Vol. I, pp. 529‐534
  • Klonari, Aik. (2004). "The views of the teachers of science and science education for the lesson of Geography ", Proceedings of the 7th Pan-Hellenic Geographical Conference, II, 602-610. 3-6 October 2004, Mytilene, Hellenic Geographical Society.
  • Klonari, Aik. (2007). "Efective teachers: 10th grade students’ points of view". In Proceedings of 5th Pan-Hellenic Conference ”Science Education and New Technologies in Education” 5(B), 861-868. (in greek)
  • Klonari, Aik. (2012). Course presentations: General Teaching. Department of Geography, University of the Aegean (in greek).
  • Klonari, Aik. & Kotsanis, J. (2015). Geography in the Photodentro: Theoretical Approach, Methodology, Didactic Approaches, Examples. Training Laboratory - Training School for School Advisors. Athens, 25-26 and 29 September 2015 - ITYE "DIOFANTOS".
  • Klonari, Aik. & Mandrikas, A. (2014). Experiential in-service teachers' training for the pilot of the new Geography curriculum in Greece: A different experience with tangible results [online]. Review of International Geographical Education Online (RIGEO), 4(2), 138-154.
  • Klonari, Aik. & Passadelli, A. S. (2016). Implementation of ICT in Secondary School Students’ Teaching and Learning about Geohazards. Teaching Science: Research and Action, 54-55, 8-24. (in greek)
  • Kotsopoulos, D., Floyd, L., Khan, S., Namukasa, I. K., Somanath, S., Weber, J. & Yiu, C. (2017). A pedagogical framework for computational thinking. Digital Experiences in Mathematics Education, 3(2), 154-171.
  • Koutselini, M. (2008). Building and Differentiating Learning Teaching In mixed capacity classes. Nicosia.
  • Landrum, T. J. & McDuffie, K. A. (2010). Learning styles in the age of differentiated instruction. Exceptionality, 18(1), 6-17.
  • Lee, J. & Bednarz, R. (2009). Effect of GIS Learning on Spatial Thinking. Journal of Geography in Higher Education, 33(2), 183-198.
  • Lee, J., & Bednarz, R. (2012). Components of spatial thinking: Evidence from a spatial thinking ability test. Journal of Geography, 111(1), 15-26.
  • Lerner, J. (2011). Learning Disabilities and related mild disabilities (8th Ed). Boston, New York: Wadsworth.
  • Liberman, I. Y., Mann, V. A., Shankweiler, D. & Werfelman, M. (1982). Children's memory for recurring linguistic and non-linguistic material in relation to reading ability. Cortex, 18, 367-375.
  • Livingstone, M., Rosen, G.D., Drislane, F. & Calaburda, A. (1991). Physiological evidence for a magnocellular deficit in developmental dyslexia. Proceedings of the New York Academy of Science, 88, 7943-7.
  • Lovegrove, W. J., Martin, F. & Slaghuis, W. (1982). Reading disability: Spatial frequency specific deficits in visual information store. Cognitive Neuropsychology, 3, 225-267. DOI: 10.1080/00049538108255295
  • Marsh, G., Freidman, M. & Welsh, V. (1981). A cognitive development theory of reading acquisition In G.E. Mackinnon and T.G. Waller (Eds.), Reading Research: Advances in Theory and Practice. New York: Academic Press, 87-102.
  • Meisinger, E.B, Bloom, J.S. & Hynd, G.W. (2010). Reading fluency: Implications for the Assessment of Children with Reading Disabilities. Ann Dyslexia, 60(1), 1-17. DOI 10.1007/s11881-009-0031-z
  • Melekoglou, Μ. (2011). Impact of Motivation to Read on Reading Gains for Struggling Readers with and without Learning Disabilities. Learning Disability Quarterly, 34(4), 248-261. Retrieved: http://www.jstor.org/stable/23053287
  • National Research Council (NRC). (2000). How people learn. Brain, mind, experience, and school. Washington, DC: National Academy Press.
  • National Research Council (NRC). (2006). Learning to Think Spatially. Washington, DC: The National Academies Press.
  • Newton, P., Bristoll, H. (2009). Psychometric success: Spatial ability practice tests. Retrieved from http://www.psychometric-success.com/aptitude-tests/spatial-reasoning-tests.htm
  • Orphanou, H. M. (2013). Learning difficulties. Teaching Notes, Technological Educational Institute of Epirus, Department of Speech Therapy.
  • Orton Dyslexia Society Research Committee, (1994). Operational definition of dyslexia. In C. Scruggs (Ed.), Perspectives, 20 (5), 4.
  • Passadelli, A. S. & Klonari, Aik. (2018). "Developing Geographical Literacy in Students with Dyslexia: Challenge and Reflection". In e-proceedings of Hellenic Geographical Society, Lavrion 12-15 April 2018.
  • Powell, N., Moore, D., Gray, J., Finlay, J. & Reaney, J. (2015). Dyslexia and learning computer programming. Innovation in Teaching and Learning in Information and Computer Sciences, 3(2), 1-12.
  • Raths, J. & Diez, M. (Eds.). (2007). Dispositions in teacher education. IAP.
  • Reid, G. (2008). The Routledge Companion to dyslexia. NY: Routledge Taylor and Francis Group.
  • Reis, S. M., McCoach, D. B., Little, C. A., Muller, L. M. & Kaniskan, R. B. (2011). The effects of differentiated instruction and enrichment pedagogy on reading achievement in five elementary schools. American Educational Research Journal, 48(2), 462-501.
  • Rozin, P. & Gleitman, L. (1977). The structure of the acquisition of reading: II. The reading process and the acquisition of the alphabetic principle. In A. S. Reber and D. 1. Scarborough (Eds.). Toward a psychology of reading. Hillsdale, NJ: Erlbaum, 55-141.
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Differences between Dyslexic and Non-Dyslexic Students in the Performance of Spatial and Geographical Thinking

Yıl 2019, Cilt: 9 Sayı: 2, 284 - 303, 31.08.2019
https://doi.org/10.33403/rigeo.510360

Öz

Dyslexia is a specific form of learning disability
which comes along with diverse difficulties, both in learning and in social and
emotional fields. It obstructs the development of the individual at all levels
of education.
This research investigates students’
spatial and geographical thinking and whether there is differentiation of these
abilities between dyslexic and non-dyslexic ones. For this purpose, 50
questionnaires were distributed to 25 dyslexic
and 25 non-dyslexic students aged 14. To implement this research, opportunity sampling from different areas
(rural, urban) was used. The questionnaire included spatial thinking exercises  like mental rotation, plan views, shapes
folding - unfolding and mental
manipulation
of shapes
and exercises by which geographical
thinking are examined, according to the Greek geography curriculum. By using
SPSSv.23.00 we codified children's answers. The results indicated that the
non-dyslexic students had a better score than the dyslexic ones. The most
significant difference was in the section of plan views and mental rotation,
whereas in the folding and unfolding and shapes mental manipulation, it was found
that both children’s groups faced difficulties.
Although
the research sample is limited, which does not allow for generalization of the
conclusions, it was observed that through the students' answers we were led to
conclusions that fully match the theoretical framework
.

Kaynakça

  • Aleci, C., Piana, G., Piccoli, M. & Bertolini, M. (2012). Developmental dyslexia and spatial relationship perception. Cortex, 48, 466-467.
  • Allegri, R. (2015). Geography and disability: a reflection on opportunities offered by teaching geography to dyslexic students. Journal of Research and Didactics in Geography (J-READING), 2, 4, 85-93.
  • Aliakbari, M. & Haghighi, J. K. (2014). On the effectiveness of differentiated instruction in the enhancement of Iranian learners reading comprehension in separate gender education. Procedia-Social and Behavioral Sciences, 98, 182-189.
  • Appleton, K. (1995). Student teachers’ confidence to teach science: Is more science knowledge necessary to improve self-confidence? International Journal of Science Education, 17, 357–369.
  • Bacon, F. (2013). The Advancement of Learning: Book I. Cambridge, UK: Cambridge University Press.
  • Bacon, A. M., Handley, S. J. & McDonald, E. L. (2007). Reasoning and dyslexia: A spatial strategy may impede reasoning with visually rich information. British Journal of Psychology, 98(1), 79-92.
  • Bekiaris, A. & Simitzi, I. (2012). Dyslexia and ADHD: Characteristics and difficulties. Proceedings of the Hellenic Institute of Applied Education and Training, 6th Panhellenic Conference, 5-7 October 2012, Athens.
  • Bettis, Ν. C. (2001). Assessment issues in geographic education for the twenty-first century. Journal of Geography, 100(4), 171-174.
  • Bishop, A. J. (1980). Spatial abilities and mathematics: Education review. Educational Studies in Mathematics, 11, 257-269.
  • Blazar, D., & Kraft, M. A. (2017). Teacher and teaching effects on students’ attitudes and behaviors. Educational evaluation and policy analysis, 39(1), 146-170.
  • Brooks, C. (2006). Geography teachers and making the school geography curriculum. Geography, 91, 75-83.
  • Brunswick, N., Martin, N. G. & Marzano, L. (2010). Visuospatial superiority in developmental dyslexia: Myth or reality? Learning and Individual Differences, 20, 421-426.
  • CGE-IGU (1992). International charter on geographical education. Haubrich, H. (ed). (1994), Freiburg:International Geographical Union, Commission on Geographical Education.
  • CGE-IGU. (2016). International charter on geographical education. Beijing, August 24th, 2016: International Geographical Union, Commission on Geographical Education.
  • Chamberlin, M. & Powers, R. (2010). The promise of differentiated instruction for enhancing the mathematical understandings of college students. Teaching Mathematics and Its Applications: An International Journal of the IMA, 29(3), 113-139.
  • Cohen, B. J. (2018). The geography of money. Cornell university press.
  • Duckworth, A. L., Quinn, P. D., & Tsukayama, E. (2012). What No Child Left Behind leaves behind: The roles of IQ and self-control in predicting standardized achievement test scores and report card grades. Journal of educational psychology, 104(2), 439.
  • Duranovic, M., Dedeic, M. & Gavric, M. (2015). Dyslexia and visual- spatial talents. Curr Psychol, 34, 207- 222. DOI: 10.1007/s12144-014-9252-3
  • Eide, F. (2015). New Evidence for Dyslexic Strengths in 3D Spatial Reasoning. Retrieved: http://www.dyslexicadvantage.org/new-evidence-for-dyslexic-strengths-in-3d-spatial-reasoning/
  • Faggella‐Luby, M. N. & Deshler, D. D. (2008). Reading comprehension in adolescents with LD: What we know; what we need to learn. Learning Disabilities Research & Practice, 23(2), 70-78.
  • Gersmehl, P. J. & Gersmehl, C. A. (2006). Wanted: A concise list of neurologically defensible and assessable spatial thinking skills. Research in Geographic Education, 8(1), 5-38.
  • Gersmehl, P. J. & Gersmehl, C. A. (2007). Spatial thinking by young children: Neurologic evidence for early development and “educability”. Journal of Geography, 106(5), 181-191.
  • Gersmehl, P. J. & Gersmehl, C. A. (2011). Spatial Thinking: Where Pedagogy Meets Neuroscience. Problems of Education in the 21st Century, 27, 48-66.
  • Giovagnolli, G., Vicari, S., Tomassetti, S. & Menghini, D. (2016). The role of Visual- Spatial Abillities in Dyslexia: Age Differences in Children’s Reading? Frontiers in Psychology, 7, 1-9.
  • Golledge, R. G. (2002). The nature of geographic knowledge. Annals of the Association of American geographers, 92(1), 1-14.
  • Goodchild, M. F. (2006). The fourth R? Rethinking GIS education. ArcNews, 28(3), 1.
  • Haghighi, K. J. (2012). The impact of differentiated instruction strategies and traditional basal instruction on the reading achievement of Iranian EFL students. Unpublished master’s thesis, University of Ilam, Iran.
  • Hespanha, S. R., Goodchild, F. & Janelle, D. G. (2009). Spatial thinking and technologies in the undergraduate social science classroom. Journal of Geography in Higher Education, 33, Supplement: S17-S27.
  • Jacovina, M., Ormand, C., Shipley, T.F., & Weisberg, S. (2014). Topographic Map Assessment. [Measurement Instrument]. Retrieved from: Newcombe, et al., 2015. THE LAY OF THE LAND: SENSING AND REPRESENTING TOPOGRAPHY. Perspectives on Spatial Cognition, 10, 1-57. DOI: http://dx.doi.org/10.4148/1944-3676.1099. (APENDIX A and B).
  • Janelle, D. G. & Goodchild, M. F. (2009). Location across disciplines: Reflections on the CSISS experience. In Geospatial technology and the role of location in science (pp. 15-29). Springer, Dordrecht.
  • Jo, I. & Bednarz, S. W. (2009). Evaluating geography textbook questions from a spatial perspective: Using concepts of space, tools of representation, and cognitive processes to evaluate spatiality. Journal of Geography, 108(1), 4-13.
  • Johnston, J. & Ahtee, M. (2006). Comparing primary student teachers’ attitudes, subject knowledge and pedagogical content knowledge needs in a physics activity. Teaching and Teacher Education, 22(4), 503-512.
  • Jorn, A. F. (1983). Specific reading retardation and working memory: A review. British Journal of Psychology, 74, 311-342. DOI: 10.1111/j.2044-8295.1983.tb01865.x
  • Joseph, S., Thomas, M., Simonette, G. & Ramsook, L. (2013). The Impact of Differentiated Instruction in a Teacher Education Setting: Successes and Challenges. International Journal of Higher Education, 2(3), 28-40.
  • Khasawneh, M. A. (2012). Spatial ability for children with learning disabilities in hail and its relationship with some variables. European Scientific Journal, 8(22), 280-298.
  • Klonari, Aik. (2002). "The Status of Geography in Educational System in the Compulsory Schools", Proceedings of the 6th Pan‐hellenic Geographical Conference, Thessalonica, Greece, October 3‐ 6, 2002, Vol. I, pp. 529‐534
  • Klonari, Aik. (2004). "The views of the teachers of science and science education for the lesson of Geography ", Proceedings of the 7th Pan-Hellenic Geographical Conference, II, 602-610. 3-6 October 2004, Mytilene, Hellenic Geographical Society.
  • Klonari, Aik. (2007). "Efective teachers: 10th grade students’ points of view". In Proceedings of 5th Pan-Hellenic Conference ”Science Education and New Technologies in Education” 5(B), 861-868. (in greek)
  • Klonari, Aik. (2012). Course presentations: General Teaching. Department of Geography, University of the Aegean (in greek).
  • Klonari, Aik. & Kotsanis, J. (2015). Geography in the Photodentro: Theoretical Approach, Methodology, Didactic Approaches, Examples. Training Laboratory - Training School for School Advisors. Athens, 25-26 and 29 September 2015 - ITYE "DIOFANTOS".
  • Klonari, Aik. & Mandrikas, A. (2014). Experiential in-service teachers' training for the pilot of the new Geography curriculum in Greece: A different experience with tangible results [online]. Review of International Geographical Education Online (RIGEO), 4(2), 138-154.
  • Klonari, Aik. & Passadelli, A. S. (2016). Implementation of ICT in Secondary School Students’ Teaching and Learning about Geohazards. Teaching Science: Research and Action, 54-55, 8-24. (in greek)
  • Kotsopoulos, D., Floyd, L., Khan, S., Namukasa, I. K., Somanath, S., Weber, J. & Yiu, C. (2017). A pedagogical framework for computational thinking. Digital Experiences in Mathematics Education, 3(2), 154-171.
  • Koutselini, M. (2008). Building and Differentiating Learning Teaching In mixed capacity classes. Nicosia.
  • Landrum, T. J. & McDuffie, K. A. (2010). Learning styles in the age of differentiated instruction. Exceptionality, 18(1), 6-17.
  • Lee, J. & Bednarz, R. (2009). Effect of GIS Learning on Spatial Thinking. Journal of Geography in Higher Education, 33(2), 183-198.
  • Lee, J., & Bednarz, R. (2012). Components of spatial thinking: Evidence from a spatial thinking ability test. Journal of Geography, 111(1), 15-26.
  • Lerner, J. (2011). Learning Disabilities and related mild disabilities (8th Ed). Boston, New York: Wadsworth.
  • Liberman, I. Y., Mann, V. A., Shankweiler, D. & Werfelman, M. (1982). Children's memory for recurring linguistic and non-linguistic material in relation to reading ability. Cortex, 18, 367-375.
  • Livingstone, M., Rosen, G.D., Drislane, F. & Calaburda, A. (1991). Physiological evidence for a magnocellular deficit in developmental dyslexia. Proceedings of the New York Academy of Science, 88, 7943-7.
  • Lovegrove, W. J., Martin, F. & Slaghuis, W. (1982). Reading disability: Spatial frequency specific deficits in visual information store. Cognitive Neuropsychology, 3, 225-267. DOI: 10.1080/00049538108255295
  • Marsh, G., Freidman, M. & Welsh, V. (1981). A cognitive development theory of reading acquisition In G.E. Mackinnon and T.G. Waller (Eds.), Reading Research: Advances in Theory and Practice. New York: Academic Press, 87-102.
  • Meisinger, E.B, Bloom, J.S. & Hynd, G.W. (2010). Reading fluency: Implications for the Assessment of Children with Reading Disabilities. Ann Dyslexia, 60(1), 1-17. DOI 10.1007/s11881-009-0031-z
  • Melekoglou, Μ. (2011). Impact of Motivation to Read on Reading Gains for Struggling Readers with and without Learning Disabilities. Learning Disability Quarterly, 34(4), 248-261. Retrieved: http://www.jstor.org/stable/23053287
  • National Research Council (NRC). (2000). How people learn. Brain, mind, experience, and school. Washington, DC: National Academy Press.
  • National Research Council (NRC). (2006). Learning to Think Spatially. Washington, DC: The National Academies Press.
  • Newton, P., Bristoll, H. (2009). Psychometric success: Spatial ability practice tests. Retrieved from http://www.psychometric-success.com/aptitude-tests/spatial-reasoning-tests.htm
  • Orphanou, H. M. (2013). Learning difficulties. Teaching Notes, Technological Educational Institute of Epirus, Department of Speech Therapy.
  • Orton Dyslexia Society Research Committee, (1994). Operational definition of dyslexia. In C. Scruggs (Ed.), Perspectives, 20 (5), 4.
  • Passadelli, A. S. & Klonari, Aik. (2018). "Developing Geographical Literacy in Students with Dyslexia: Challenge and Reflection". In e-proceedings of Hellenic Geographical Society, Lavrion 12-15 April 2018.
  • Powell, N., Moore, D., Gray, J., Finlay, J. & Reaney, J. (2015). Dyslexia and learning computer programming. Innovation in Teaching and Learning in Information and Computer Sciences, 3(2), 1-12.
  • Raths, J. & Diez, M. (Eds.). (2007). Dispositions in teacher education. IAP.
  • Reid, G. (2008). The Routledge Companion to dyslexia. NY: Routledge Taylor and Francis Group.
  • Reis, S. M., McCoach, D. B., Little, C. A., Muller, L. M. & Kaniskan, R. B. (2011). The effects of differentiated instruction and enrichment pedagogy on reading achievement in five elementary schools. American Educational Research Journal, 48(2), 462-501.
  • Rozin, P. & Gleitman, L. (1977). The structure of the acquisition of reading: II. The reading process and the acquisition of the alphabetic principle. In A. S. Reber and D. 1. Scarborough (Eds.). Toward a psychology of reading. Hillsdale, NJ: Erlbaum, 55-141.
  • Sissanidou, M. (1989). Special Learning Difficulties or Dyslexia. New Education, 51, 57-61, (in Greek).
  • Sotiriadou, M. (2008). The effectiveness of teaching methods in students with learning difficulties - dyslexia in primary schools. A case study at a primary school in Cyprus. Unpublished dissertation, University of Macedonia, Department of Applied computer science, Thessaloniki, Greece (in greek).
  • Stainback, S. & Stainback, W. (1985). Integration of students with severe handicaps into regular schools. Reston, VA:The Council for Exceptional Children..
  • Tafti, M. A., Boyle, J. R. & Crawford, C. M. (2014). Meta- Analysis of Visual- Spatial Deficits in Dyslexia. International Journal of Brain and Cognitive Sciences, 3(1), 25-34. DOI: 10.5923/j.ijbcs.20140301.03
  • Tomlinson, C. (2003). Fulfilling the promise of the differentiated classroom: Strategies and tools for responsive teaching. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Tomlinson, C. A., & Eidson, C. C. (2003). Differentiation in Practice (Grades 5–9). Cell, 505, 450-5472.
  • Tsaousis, Ι. (2008). Measuring Spatial Ability: Development and Psychometric Evaluation of the Ability Spatial Test (AST). Psychology, 15, 411-431. (in greek)
  • Tzelepi-Giannatou, E. (2008). School Class Management Issues. "Fast Track Training in School Classroom Management". YPEPTH – Pedagogical Institute.
  • Valiandes, S. (2015). Evaluating the impact of differentiated instruction on literacy and reading in mixed ability classrooms: Quality and equity dimensions of education effectiveness. Studies in Educational Evaluation, 45, 17-26.
  • Wadlington, E., Elliot, C. & Kirylo, J. (2008). The dyslexia simulation: Impact and implications. Literacy Research and Instruction, 47(4), 264-272.
  • Wang, L. C. & Yang, H. M. (2011). The comparison of visuo- spatial abilities of dyslexic and normal students in Taiwan and Hong Kong. Research in Developmental abilities, 32, 1052-1057. Doi:10.1016/j.ridd.2011.01.028
  • Wong, P. T. P. (1998). Implicit theories of meaningful life and the development of the Personal Meaning Profi le (PMP). In P. T. P. Wong & P. S. Fry (Eds.), The human quest for meaning: A handbook of psychological research and clinical applications. Mahwah, NJ: Erlbaum, 111-140.
Toplam 77 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Aikaterini Klonarı 0000-0003-4655-7683

Anthoula Styliani Passadelli Bu kişi benim 0000-0001-5966-1178

Yayımlanma Tarihi 31 Ağustos 2019
Gönderilme Tarihi 9 Ocak 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 9 Sayı: 2

Kaynak Göster

APA Klonarı, A., & Passadelli, A. S. (2019). Differences between Dyslexic and Non-Dyslexic Students in the Performance of Spatial and Geographical Thinking. Review of International Geographical Education Online, 9(2), 284-303. https://doi.org/10.33403/rigeo.510360
AMA Klonarı A, Passadelli AS. Differences between Dyslexic and Non-Dyslexic Students in the Performance of Spatial and Geographical Thinking. Review of International Geographical Education Online. Ağustos 2019;9(2):284-303. doi:10.33403/rigeo.510360
Chicago Klonarı, Aikaterini, ve Anthoula Styliani Passadelli. “Differences Between Dyslexic and Non-Dyslexic Students in the Performance of Spatial and Geographical Thinking”. Review of International Geographical Education Online 9, sy. 2 (Ağustos 2019): 284-303. https://doi.org/10.33403/rigeo.510360.
EndNote Klonarı A, Passadelli AS (01 Ağustos 2019) Differences between Dyslexic and Non-Dyslexic Students in the Performance of Spatial and Geographical Thinking. Review of International Geographical Education Online 9 2 284–303.
IEEE A. Klonarı ve A. S. Passadelli, “Differences between Dyslexic and Non-Dyslexic Students in the Performance of Spatial and Geographical Thinking”, Review of International Geographical Education Online, c. 9, sy. 2, ss. 284–303, 2019, doi: 10.33403/rigeo.510360.
ISNAD Klonarı, Aikaterini - Passadelli, Anthoula Styliani. “Differences Between Dyslexic and Non-Dyslexic Students in the Performance of Spatial and Geographical Thinking”. Review of International Geographical Education Online 9/2 (Ağustos 2019), 284-303. https://doi.org/10.33403/rigeo.510360.
JAMA Klonarı A, Passadelli AS. Differences between Dyslexic and Non-Dyslexic Students in the Performance of Spatial and Geographical Thinking. Review of International Geographical Education Online. 2019;9:284–303.
MLA Klonarı, Aikaterini ve Anthoula Styliani Passadelli. “Differences Between Dyslexic and Non-Dyslexic Students in the Performance of Spatial and Geographical Thinking”. Review of International Geographical Education Online, c. 9, sy. 2, 2019, ss. 284-03, doi:10.33403/rigeo.510360.
Vancouver Klonarı A, Passadelli AS. Differences between Dyslexic and Non-Dyslexic Students in the Performance of Spatial and Geographical Thinking. Review of International Geographical Education Online. 2019;9(2):284-303.