Dạy tập làm văn cho học sinh lớp bốn khó khăn về viết học hòa nhập tt tiếng anh

The topic: Teaching essay writing to 4 th grade dysgraphic students to study inclusively aims to find out teaching strategies and methods to teach dysgraphic students to study inclusive

MINISTRY OF EDUCATION AND TRAINING

THE VIETNAM NATIONAL INSTITUTE OF EDUCATION SCIENCES

NGUYEN THI LAN ANH

DYSGRAPHIC STUDENTS TO STUDY INCLUSIVELY

This dissertation has been carried out at The Vietnam National Institute of Education Sciences

Supervisors:

1 Assoc.Prof.Dr Nguyen Duc Minh

2 Assoc.Prof.Dr Nguyen Thi Hanh

This dissertation can be found at:

1 The National Library of Vietnam

2 The Library of the Vietnam National Institute of

Education Sciences

INTRODUCTION

1 Rationale

1.1 Dysgraphia is one of three typical difficulties in studying which exist in Vietnamese primary schools

1.2 Dysgraphia limits the ability to study and communicate of children, and affects their life

1.3 Dysgraphic students face difficulties studying essay writing and other subjects

The topic: Teaching essay writing to 4 th grade dysgraphic students to study inclusively

aims to find out teaching strategies and methods to teach dysgraphic students to study inclusively in Vietnamese primary schools

This topic is useful to dysgraphic students

5.3 Suggest teaching methods to teach essay writing to 4th grade dysgraphic students to study inclusively;

5.4 Experiment with teaching methods to teach essay writing to 4th grade dysgraphic students

6.2.1 Theoretical research: Analyze and synthesize, categorize and arrange the theory

to identify the theoretical framework of the researched topic

6.2.2 Current situation research: Use paper questionnaires, interview, seminars and

observations, research students’ writing, experiment with pedagogical activities, research cases

6.2.3 Other methods: 1/ Expert methods; 2/ Data processing by mathematical statistics

7 Scope of the research

7.1 Research objectives: 1194 out of 11263 4th grade students; Experiment on 3 dysgraphic

students in Hanoi

7.2 Research area: Examine 6 districts in Lao Cai and Kien Giang; Experiment on ê

dysgraphic students in Hanoi

7.3 Research content: Teaching methods to teach essay writing to 4th grade dysgraphic

students to study inclusively

8 Protecting arguments

8.1 Dysgraphic students should study in inclusive schools and be provided with

9.2 Theoretical framework of teaching dysgraphic students to study inclusively;

3 The process of design tools to evaluate dysgraphic students, evaluate students’ ability and evaluate the current situation of teaching to dysgraphic students;

4 The tools to evaluate dysgraphic students, students’ ability and the current situation of teaching to dysgraphic students

Regarding practice

1 Explore 1194 dysgraphic students; evaluate the ability to write of 75 dysgraphic students;

3 The current situation of teaching essay writing to 4th grade dysgraphic students in inclusive class;

4 Method to teach essay writing to disgraphic students in primary schools;

10 Structure of the dissertation

1/ Parts: Introduction; Conclusion – Recommendation; References and Appendix;

Chapter 3: Some methods to teach essay writing to 4th grade dysgraphic students to study

inclusively and pedagogical experiment

CHAPTER 1 THEORETICAL BASE OF TEACHING ESSAY WRITING TO 4 TH GRADE

DISGRAPHIC STUDENTS TO STUDY INCLUSIVELY

Dysgraphia caused by biological reasons, 1985, Albert Galaburda et al [44]

Dysgraphia caused by genes, Weinberger and his researching team at NIH (National Institutes of Health, 2001) In 2003, an international group including Thomas Bourgeron – Pasteur Institute, the United States, 2003

Diagnosis: Smits E et al (1997) [77] affirmed that the combination of pediatricians, psychologists and teachers is important

The cause of dysgraphia: the brain and the area where the left cerebral hemisphere works The errors in genetic structures, hereditary genes and abnormal injury in the left cerebral hemisphere are the causes of dysgraphia

In Vietnam, it appears that there has not any direct research on the brain and issues related to dysgraphia

1.1.1.2 Research on psychology, education studies and special education

Research on screening evaluation and categorizing dysgraphia: Jenkinson J., Hyde T., Ahmad S (2008) [53], Habib, M.Et Al [47], Regina [69], [70], Scott [74]; Smits-Engelsman, B.C.M & Van Galen, G.P (1997) [77], Berninger [1], [33], [34] researching difficulties in hand-writing, spelling and making document, etc

The cause of dysgraphia: Scott [75] researched on phonological awareness and learnt the mechanism that allows the memory system to work effectively; Graham [46], Costa V., Fischer-Baum S., Capasso R., Miceli G., Rapp B [38] researched short term and long term memory

Research on dysgraphia in Vietnam:

Evaluators: Le Duc Hinh , 1989); Department of Neurology, Vietnam National Hospital of Pardiatricts, standarlized into test Denver II (Psychological test room N-T, 1999); Lam Xuan Dien and his colleagues at Hospital of Neurology, Ho Chi Minh city with test K-ABC [2]; Kyoto evaluating scale carried out by Nguyen Duc Minh [13], Wechsler Intelligence Scale for Children has been successful in evaluating children’s intelligence - research of University of Education (Vietnam National University, Hanoi) and Vanderbilt University, America The project at Ministry level "Developing a toolkit evaluating the accessibility of education to primary school students with learning difficulties" by Nguyen Thi Kim Hoa has given the theoretical base and methods to build a toolkit evaluating the accessibility of education to primary school students with learning disability

Nguyen Thi Kim Hoa, Nguyen Thi Lan Anh, Bui The Hop, Nguyen Thi Cam Huong have published research on studying difficulties Regarding writing, Nguyen Thi Cam Huong researched difficulties with handwriting, Nguyen Thi Lan Anh published research on difficult making document These research clarified the basic theory of dysgraphia

In 2015, a practical research team consisting of Le Van Tac, Bui The Hop and Nguyen Thi Lan Anh surveyed 30 primary schools and gave a rate of students with studying disabilities in primary schools, in which the rate of dysgraphic students was 4.5%

Research on dysgraphia in Vietnam is taking the first steps

1.1.2 Research on teaching essay writing to dysgraphic students

Effective intervention strategies: Berninger, Keller [56], Graham, S [46], Karen R Harris, Linda H Mason and Barbara Friedlander (The International Dyslexia Association, 2008); Karen R Rosenfield, S., & Berningger [72]

Preventing methods: Sheldon H Horowitz, EdD, Karen R Rosenfield, S., & Berningger [72], etc

In Vietnam, Nguyen Thi Cam Huong and Nguyen Thi Lan Anh published several research

on dysgraphia

Tran Thi Thu Mai published the research that dyslexia is related to visual movement, so the handwriting of students is not good, and their essays are in poor quality This is the cause of dysgraphia [12]

Research on teaching writing document making: Nguyen Tri [24], [25], Nguyen Minh Thuyet, Hoang Hoa Binh [21] [22], Le Phuong Nga [16], Nguyen Thi Hanh [5], Nguyen Thi Ly Kha [11], Hoang Thi Tuyet [27], [28], Phan Thieu and Le Huu Tinh [17], etc These studies mentioned students whose the studying results of Vietnamese were low but did not specifically

clarified the dysgraphic students

1.1.3 Research on inclusive education in Vietnam

Some scientists have brought inclusive education to high schools in Vietnam: Le Van Tac, Nguyen Duc Minh, Pham Minh Muc, Nguyen Xuan Hai, etc The group of scientists from the National Center for Special Education, the Vietnam National Institute of Educational Sciences has developed a document system that aims to provide education managers at all levels, key teachers and teachers at high schools with the most basic knowledge about inclusive education

So far, inclusive education has been widely implemented at all levels of education

1.1.4 The unmentioned issues

In the world, research on dysgraphia still separates medical and educational aspects, the use of terminologies, concepts and ways to explore the causes of dysgraphia, etc have not come

do not exist Therefore, writing highly requires a standard of both language and style

1.2.2 Dysgraphia

 Terminology

Dysgraphia is expressed by different terminologies in the world such as written expression disorders, difficulties with handwriting, writing disabilities, dysgraphia

In this dissertation, the terminology used is Dysgraphia

 Concept: In the world, in different research, authors gave different concepts of

dysgraphia

In this research, the concept used is “Dysgraphia is the ability to work ineffectively of the brain when transferring symbols into handwriting and creating ideas to make document” This concept is regarded as the core for researched issues in the dissertation

1.2.3 Dysgraphic students

Dysgraphic students are ones who have no problems with understanding They have specific difficulties using skills to make document These difficulties are shown in many skills such as making letters, spelling and writing, and practising writing essay

1.2.3 Document and making document

1.2.3.4 Teaching essay writing: Teaching essay writing is to teach students how to make

documents and practice document writing skills

Essay is an indirect communicating document to a specific object (hidden object) The

essay should answer these questions: What to write? Write to whom? Write for what?

1.2.4 Inclusive education

The terminology Inclusive education comes from Canada, which is understood as

follows: “Inclusive education is to support all students, including disabled students, with equal opportunity to receive educational services with necessary support in the suitable classroom at the high school where the they live to prepare to become full members of society”

Inclusive education is a preeminent educational method to all disabled children

1.3 Characteristics and the causes of dysgraphia

1.3.1 Characteristics of dysgraphia and dysgraphic students

 Dysgraphic students have IQ > 70;

 Difficulties making letters, spelling, making document and grammatical disorder; other

attached mental problems

1.3.2 The causes of dysgraphia

There are many different suppose, but the common reasons of dysgraphia are:

1.3.3.1 Biological reasons: Problems with brain, factors regarding neurophysiology;

congenital and genetic factors

1.3.3.2 Causes from awareness

1.3.3.3 Other reasons: Abnormalities during pregnancy, fetus exposes to stimulants such as

alcohol, beer, drugs, etc., premature birth or prolonged birth; accident after birth, brain injury, malnutrition or exposure to toxic substances such as metals, pesticides, etc.; pathological problems appearing simultaneously

1.4 Categorization of dysgraphia

1.4.1 Categorize by concept: 1/ Difficulties making letters; 2/Difficulties spelling; 3/

Difficulties making document

1.4.2 Categorize by function of the disordering organ: 1/ Writing movement disorder; 2/

Space perception disorder; 3/ Planning and implementing ability disorders

1.5 Characteristics of students with document making difficulties

Characteristics of social skills; Characteristics of the brain; Characteristics of perceptive ability; Characteristics of focusing ability; Characteristics of ability to aware; Theory of teaching document making

1.6.1 Feature of a document

Document is the product of communication in written form, its content and formality are completed; document is cohesive and always has a goal

1.6.2 Objective of a document

- Syntax units: words + phrases + sentences

- Grammatical units: sentences + units above sentences + document

Structure of a document in practising writing essay in primary schools

Describe

Daily usage

Sentence

2 Paragraph

2

Sentence

n Paragraph

n

MENTIONED ISSUE

Diagram 1.1 Structure of a document in practising writing essay in primary schools 1.6.3 Types of document in practising writing essay curriculum of 4 th grade: Telling stories,

reporting, describing (things, animals, trees), writing letters and documents in daily usage

1.6.4 Layout of a document in practising writing essay in primary schools

 Tittle (The name of the document): The name of the document

 Introduction (Topic statement): Generally introduce the topic that the document

mentions

 The major part (Problems solving, content, the body of the document: Develop the topic

mentioned

 Conclusion (Conclude the topic): Conclude, the lessons learnt

1.6.5 Document making skills in practising writing essay

Topic learning skills; ideas finding and outlines planning skills; expressing skills; sentences writing skills; paragraphs building and linking skills; errors finding and correcting

skills

1.7 Teaching essay writing to 4 th grade dysgraphic students to study inclusively

1.7.1 Aims: To help 4th grade dysgraphic students to make writing documents

1.7.2 Principles in teaching dysgraphic students essay writing in inclusive class

 Pay attention to the ability of Vietnamese language of students;

 Teach at the proper level with the ability and the demand of dysgraphic students;

 Make sure that all students can work together;

 Support individually based on students’ personal strength

1.7.3 Curriculum structure and content of teaching essay writing to 4 th grade dysgraphic students

1.7.3.1 Curriculum structure of practising writing essay in 4 th grade

1.7.3.2 Teaching content of practising writing essay to dysgraphic students: Making outline, transfer the outline into essay; introduction, conclusion in the essay; writing essay telling stories, describing scenes, things, trees, animals, writing essay in daily usage, writing letters

The above content can be adjusted to suit the ability and difficulties of each student

1.7.4 Method and equipment to teach essay writing to 4 th grade dysgraphic students

1.7.4.1 Method to teach essay writing to 4 th grade dysgraphic students: Lecturing; making

conversation; working with textbooks and studying materials; using visual documents;

sightseeing, going field trips and communicating

1.7.4.2 Equipment to teach essay writing to 4 th grade dysgraphic students

1.7.5 Formality of teaching essay writing to 4 th grade dysgraphic students

1.7.6 Factors affecting the act of teaching essay writing to 4 th grade dysgraphic students

Curriculum; Capacity of teachers

3 Document grammatical system and the curriculum of studying essay writing is difficult to dysgraphic students Teaching methods and ways to approach teaching essay writing

in primary schools is the basic premise to adjust the content and teaching method of teachers

Dysgraphia exist in primary schools, there should be proper teaching method and support

CHAPTER 2 THE CURRENT SITUATION OF TEACHING ESSAY WRITING TO 4 TH GRADE

DYSGRAPHIC STUDENTS TO STUDY INCLUSIVELY

2.1 Tools to evaluate dysgraphic students

2.1.1 Screening evaluate dysgraphic students toolkit: Checking able for teachers with 20 criteria in 3 fields: 1/ Making letters; 2/ Spelling; 3/ Making document

2.1.2 Intelligence evaluating toolkit: Wechsler version IV (Wisc-IV)

2.1.3 Students’ capacity evaluating toolkit: The toolkit includes 7 exercises in 3 sectors:

Making letters, spelling and making document, making scale in 100

2.1.4 Current situation evaluating toolkit: Questionnaires for managers, teachers, papers for seminars, papers for lesson observing

2.2 Conduct a survey to evaluate the current situation

2.2.1 Aims of the survey

To determine dysgraphic students, current situation of teaching essay writing to 4th grade dysgraphic students to study inclusively, demand for enhancing capacity of teachers and managers, methods to teach essay writing to dysgraphic students

2.2.2 Objectives, area and time of the survey

2.2.2.1 Objectives and area of the survey

The survey was performed in 30 primary schools in Lao Cai and Kien Giang province Survey sample includes 11623 4th grade students, in which 1194 of them was screening

evaluated The survey sample includes managers, teachers àn parents: 181 teachers and managers, 80 parents

2.2.2.2 Time of the survey: November and December, 2015

2.2.3 Process of the survey

Step 1: Screening evaluate dysgraphic students and determine their capacity; Step 2: Evaluate the current situation of teaching and studying essay writing in inclusive classes

2.2.4 Result of the survey

2.2.4.1 Result of screening evaluating dysgraphic students

By doing survey on 1194 4th grade students in 30 primary schools, there are 20 signals appear in those students There are signals appear at high frequency (the highest is 345 times), there are others appear in a few students (the lowest is 19 times) Among those 20 signals, ones that appear not much are C4, C6, T1, V2, C5, T6 (Criteria: adding and subtracting letters, not knowing how to perform a spelling exercise, being disable to create ideas for essay, difficultly moving pen when writing, writing with space to lines, above or under lines (spelling skills) The closer the

correlation coefficient is to 1, the stronger the correlation between variables is (diagram 2.1)

Least popular Most popular

Diagram 2.1 The popularity of signals of dysgraphia

If each signals of dysgraphia correspond to 3 points, the 20 criteria with the frequency of

occurrence are 1981 times The number of students participating in the survey is 1194 children with the average occurrence in the criteria is 9.9 turns Each student probable have more than 10 criteria Occurrence rate is 4.9 times/error V6 appears 345 times, indicating that difficulties appear even in students who are not dysgraphic The frequency of criteria T1, T2, T5, T6 in document making skill is not high The low frequency means that students have real difficulties Students have the most difficulty in making document In fact, some students face two or more difficulties

Ra

te

%

Quant ity (n=54 5)

Ra

te

%

Quant ity (n=11 94)

Analysis and comment:

Among 1194 students participating in the survey, 6 of them cannot write completed letters, accounting for 0.50%; 17 students have difficulty with pen moving, making up for 1.42% Regarding writing speed, there are 65 students writing slowly, making up for 5.44% There are 48 students have difficulties making words, accounting for 4.0% Among every 20 students who study Vietnamese, there is 1 student have difficulties with handwriting 48 students are examined

to analyze and compare with the two forms of dysgraphia, which are spelling and document making, to find the number of students with double difficulties: Creating words - Spelling; spelling – making document; Creating word – making document; Creating words - spelling – making document

Quantity

(n=545)

Rate (%)

Fail to grasp spelling rules TX 16 2.88 37 6.78 53 4.43

Make error with bar signs TX 14 2.52 22 4.03 36 3.01

Mistake syllables, rhythm, bar signs TX 25 4.50 50 9.17 75 6.28

Add or subtract letters, words TX 9 1.62 10 1.83 19 1.59

Write with space to lines TX 1 0.18 6 1.10 7 0.58

Not know how to perform spelling

exercises

TX

13 2.34 10 1.83 23 1.92

Analysis and comment

There are 57 students having difficulties spelling, accounting for 4.7% 75 students

mistake syllables, rhythm and bar signs (criterion 3), making up for 6.2% and 7 of them write

with spaces to lines (criterion 5), making up for 0.5% 19 students have difficulties, making up for 1.59% (including 11 boys and 8 girls) Thus, on average, the rate of suffered male and female students is 1.3:1 These difficulties are explained to be caused by the degradation of the ability to encode phonemes, the lack of ability to reproduce words due to short-term memory errors Factors named failure to grasp the spelling rules, writing with wrong bar signs, not knowing how to perform the spelling exercises are often occur in students who are not dysgraphic In dysgraphic students, these factors repeat several times, at high frequency and stably

Practising writing essay

Bảng 2.11 Result of practising writing sssay

ency

Quantity (n=555)

Rate (%)

Quantit

y (n=545)

Rate (%)

Quantit

y (n=1194 )

Rate (%)

Cannot create ideas TX 87 15.67 76 13.94 163 13.65

Use meaningless words TX 71 12.79 26 4.77 97 8.12 Write vague sentences, sentences in

Analysis and comment

There are 68 students with making document, making up for 6.3% Students have difficulties with criterion 1, 5, 7 There are 163 students having difficulties with criterion 1, making

up for 13.65% The number of male students accounts for 56.44% of affected student, equivalent to

92 students

Conclusion: Among 1194 4th grade students examined, 81 of them are determined to be dysgraphic, accounting for 6.7% 18 students have IQ check to be subtracted from being mentally disabled

2.4.2.2 Result of IQ check

Result of IQ check of 18 students is in the below table

Table 2.12 Table of IQ check result

Result 55 - 65 65 - 70 70 - 75 75 - 80 80 - 85 85 - 90 Number of

students