Please use this identifier to cite or link to this item: https://www.um.edu.mt/library/oar/handle/123456789/85922
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dc.date.accessioned2021-12-21T11:41:45Z-
dc.date.available2021-12-21T11:41:45Z-
dc.date.issued2006-
dc.identifier.citationXuereb, V. (2006). A multiple-case study comparing the experiences of four students with dyslexia with and without adequate support (Bachelor’s dissertation).en_GB
dc.identifier.urihttps://www.um.edu.mt/library/oar/handle/123456789/85922-
dc.descriptionB.PSY.(HONS)en_GB
dc.description.abstractThrough a multiple-case study approach, this study attempts to acquire an understanding of the school experiences of four students who have been diagnosed with a profile of dyslexia. Two of these students, aged fifteen and nine, were diagnosed at an early age and were immediately provided with an adequate intervention program to address their literacy needs. On the other hand, the other two students, aged eleven and fifteen, only started to receive this form of support during the previous and current scholastic year, respectively. Through interviews and observation sessions, data was collected from parents, teachers, support teachers and from the students themselves. In this study, student experiences as resulting from whether or not they followed an appropriate intervention program are explored. In addition, emotive issues and psychological concepts such as self-concept, self-esteem, learned helplessness, motivation, personality traits and teachers' influences on these four students, which all emerged as highly critical notions, are discussed. Conclusively, it was decided, that due to the long hours students spend at school, this latter institution, must recognize the magnitude of its responsibilities and must ensure, together with all staff and parents' support, to provide the utmost contribution to each child's development into mature young adults with the tools requisite to face the world. This can only be accomplished by adopting a holistic approach to education rather than by solely depending on academic surpasses.en_GB
dc.language.isoenen_GB
dc.rightsinfo:eu-repo/semantics/restrictedAccessen_GB
dc.subjectDyslexia -- Maltaen_GB
dc.subjectLearning disabilities -- Maltaen_GB
dc.subjectDyslexic children -- Maltaen_GB
dc.subjectDevelopmentally disabled children -- Maltaen_GB
dc.titleA multiple-case study comparing the experiences of four students with dyslexia with and without adequate supporten_GB
dc.typebachelorThesisen_GB
dc.rights.holderThe copyright of this work belongs to the author(s)/publisher. The rights of this work are as defined by the appropriate Copyright Legislation or as modified by any successive legislation. Users may access this work and can make use of the information contained in accordance with the Copyright Legislation provided that the author must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the prior permission of the copyright holder.en_GB
dc.publisher.institutionUniversity of Maltaen_GB
dc.publisher.departmentFaculty for Social Wellbeing. Department of Psychologyen_GB
dc.description.reviewedN/Aen_GB
dc.contributor.creatorXuereb, Vania (2006)-
Appears in Collections:Dissertations - FacSoW - 1997-2010
Dissertations - FacSoWPsy - 1993-2010

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