Special Educational Needs

The four core components are Introduction, Literature Review, Methods, Results and Discussion. There are two primary objectives with this assignment. The first objective is to provide a comprehensive overview of the Introduction and Literature Review sections of the educational research journal article that you have selected. The second objective of this paper is to discuss the processes which a researcher uses to develop and complete the introduction and literature review sections of an educational research paper.

What is the focus/topic of the article you have selected? SEN – Special Educational Needs in the SpLD (Special Learning Disability) referred as dyslexia as my choice. The focus is within the association of self-esteem and dyslexia. The article is “Teacher and pupil ratings of self-esteem in developmental dyslexia.” Why does the author feel that it is important to study this topic area? An acknowledged perception of us (you as an individual) is highly influential to how well we perform in our life (in general) and school. As an undergraduate, the author had worked with dyslexia students. He observed the effects of learning difficulties and the worthiness felt, which became the deciding factor to further investigation within SpLD.

How does the author communicate the need to study this topic in the introduction section? The emotional, personal and social development of children calls for an extended direction in educational research. This is the result of increased research concerns to effects in learning difficulties. Researchers have noticed that self-esteem and self-concept are attached to factors in motivation, peer relations and academic achievement. In having a learning difficulty, a negative concept of ones self is the adverse affects.

The experimental study was performed by Neil Humphrey. He is a lecturer at Bolton Institute. This literature review is based on the research of his PhD thesis, as his subjects are the relationships between dyslexia and self-esteem in pupils. Data was contributed by pupil self-reporting and teacher rating scales.

What is the primary research question or hypothesis of this research project? What causes the hindrance in learning abilities of SpLD children? The exact nature of deficits in self-development experienced by such children, are largely contingent on the type of difficulty experienced by the child and their educational placement (Humphrey, P.29). Studies were performed in quantitative experimentation for statistical results using three children groups. The study involved a control group, a SpLD group and a Dyslexia group, ageing from eight to fifth teen.

What are the benchmark studies which are referenced in the body of this paper? Results confirmed the research findings are contingent with modern conceptualizations of self-development. Research confirming dyslexia children additionally have problems in academic achievement, peer acceptance and social relationships, which are the aspects crucial in the formation of the self concept. Research for the thesis included children of dyslexia, attributed types, personal constructs, inventories and questionnaires relating to self-esteem and self-concept investigating teacher ratings and pupil ratings of self-esteem using two empirical measures.

The Likert scale (exam) was introduced for teachers to answer by responding to frequency behaviour on a four-point scale: ‘Never (1)’, ‘Sometimes’, ‘Most of the time’ and ‘Always (4).’ The behaviour represented the average rating for this group exam on a scale of 1-4 for the ‘mean frequencies.’ The statistical one-way exam ANOVA (analysis of variance) was performed investigating differences between the groups and comparing the scores with more than two groups. A table was provided for this teacher exam. Other tables provided were for descriptive statistics of semantic differential scale, and the pupil rating to self-esteem as well.

Pupil ratings of self-esteem were given and measured with three groups of children: dyslexia pupils in mainstream schools (N=23); (SpLd) dyslexia pupils (N=34) and the control group without any learning difficulties (N=26), plus each group was measured by pupil ratings of self-esteem. This measurement ask if ‘I am’ from a seven point scale measuring by the two adjectives from Popular -.-.-.-.-.-. – Unpopular. This was compared to ‘I would like to be’ scores exam from the groups and focused on academic self-esteem. The score of 10.86 was the mean age of dyslexic-mainstream. The scores from the SpLD group were 11.11 and the control group scores were 10.82.

Why is it important for the author to review these benchmark studies in the context of this paper? To give reference and confirm findings of those responsible for documented researched results, as well as update data with latest findings. The semantic differential resulted in a ‘stand-alone’ self-esteem measurement. Investigating the discrepancy of your self (self-concept) and your ideal self. The ANOVA confirmed earlier findings in other research to the same areas. Noticed differences were the dyslexic-mainstream group and the control group and the SpLD group. Findings were true for self-esteem in reading and writing ability. SpLD had lower levels of self-esteem than the control group on only one scale (self-esteem related to ability in English). In significance to the item of the popularity scale, the support of feelings of exclusion, bullying and teasing applied to dyslexic-mainstream group with exceptionally lower levels of self-esteem.

Results and conclusions: The SpLD group remarked that they felt more cared for and valued in comparison to the group of mainstream schooling. The study, PhD research and literature confirmed they are more positive self-concepts and levels of self-esteem compared to mainstream education. Put the emphasis according to Dr. Humphrey insist that the challenge is to create the environment of impending security and value. Dyslexia pupils in mainstream schools felt isolated and excluded. During interviews he conducted of dyslexia children, a majority have had extremely negative experiences at schools involving instructors who referred to them as slow, stupid or lazy. This is excessive damage to this child as he will believe this coming from a teacher. What is urgent and of most importance is his belief in early identification, with the educational environment (as required), intervention to enhance the development to self will provide all that is called for in grounding the value and achievement in excellence of children with dyslexia.

How does a researcher begin the process of identifying research topics or problems that are feasible for examination via the educational research process? First identify a problem or question requiring research. Establish a prediction that resolves the problem or answers the question. Gather written documentation to support the prediction and interpret and analyze the data to confirm the cause for information to research. Within the area of educational research you must enlist the six step process of research. Involving (1) identifying the problem for research, (2) reviewing the literature, (3) identify the purpose for the research. Continue the process by (4) collecting data, (5) studying, interpreting and analyzing it and (6) evaluating and reporting the findings.

How does a researcher turn a real-world problem or issue into a research question/hypothesis? The research problem in the beginning is general, further study of the purpose allows narrowing the topic, which allows questions for specific predictions. Central ideas have to be addressed from your study, methods in collecting data that will be identified from the questions or purpose statement, and then interpreting results of the project and the research links the questions and purpose statements to major results.

When developing a literature review, how does a researcher determine which materials should be included in their literature review and which materials should not be included? Your information confirms data by other sources and techniques or has additional, more recent (up-dated findings), or improved data findings of the same literature. These are the reasons your findings would be relevant to the literature review.

How does a researcher determine the number of reference materials to be included in a literature review? The type of study determines the number of reference materials within the literature review. In the quantitative study, three locations are used. At the beginning (1) a substantial amount of literature is stated, (2) additional literature justifies/documents the need and rationale for direction of the study (includes purpose statement, research questions or hypothesis). (3) At the end of study is confirmation and disconfirmation of (prior) predictions from the literature. In the qualitative study the subject issues a broad range with minimal (though functional) information which is supported and modifies existing findings of the literature. In the qualitative inquiry, researchers do not make predictions about findings. Rational for direction of study, a hypothesis or a purpose statement is not required or needed within qualitative research and most of the listing of referenced material is at the end.

What is the overall function or purpose of the literature review? A literature review organizes gathered literature from topics and documents required for a proposed study and regarded as an important step in the research process. Sources include journal articles, and books. Yet the preferred version has information from government documents, conference papers and books. This exercise allows critical evaluation toward the selection of literature you’ll use. Literature is organized by abstracting or taken notes from home computer or the neighborhood library’s visual diagram of it. You will summarize the literature for inclusion of a research report. This gains an exceptional amount of information while improving research skills.

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