عنوان
پدید آورنده
موضوع
رده
کتابخانه
محل استقرار
NATIONAL BIBLIOGRAPHY NUMBER
Number
TL49890
LANGUAGE OF THE ITEM
.Language of Text, Soundtrack etc
انگلیسی
TITLE AND STATEMENT OF RESPONSIBILITY
Title Proper
Understanding School Structure and the Connection to Diagnosing Dyslexic Students: Leave No Stone Unturned
General Material Designation
[Thesis]
First Statement of Responsibility
Nathaniel David Pennington
Subsequent Statement of Responsibility
Barrera, Iran
.PUBLICATION, DISTRIBUTION, ETC
Name of Publisher, Distributor, etc.
California State University, Fresno
Date of Publication, Distribution, etc.
2018
PHYSICAL DESCRIPTION
Specific Material Designation and Extent of Item
82
GENERAL NOTES
Text of Note
Committee members: Cole, Christopher; Delich, Nancy
NOTES PERTAINING TO PUBLICATION, DISTRIBUTION, ETC.
Text of Note
Place of publication: United States, Ann Arbor; ISBN=978-0-355-92502-9
DISSERTATION (THESIS) NOTE
Dissertation or thesis details and type of degree
M.S.W.
Discipline of degree
Social Work Education
Body granting the degree
California State University, Fresno
Text preceding or following the note
2018
SUMMARY OR ABSTRACT
Text of Note
While the overarching function of public educational institutions is to instruct students in the proper methods of intellectual, psychological, and emotional growth, the total institution of academia can marginalize students. With regards to students with learning disabilities, stereotypically erudite functions of being an accomplished student become extremely challenging. Dyslexia is considered the most common and studied of learning disabilities that impacts 80% of all students identified as having a learning disability (Shaywitz, 1998). Although data are antiquated and sparse, continued study of dyslexia begs the question of how academic needs of students are being identified. Where the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) classifies academically based disorders as either learning disorders or communication impairments, schools approach dyslexia from the standpoint of phonological deficits alone (American Psychiatric Association, 2013; Snowling & Hulme, 2012). The present study will aid academic practitioners, and other associated professionals in meeting the needs of dyslexic students to increase service delivery while reducing academic relegation. Nathaniel David Pennington May 2018
TOPICAL NAME USED AS SUBJECT
Disability studies; Special education
UNCONTROLLED SUBJECT TERMS
Subject Term
Health and environmental sciences;Education;Dyslexia;Service delivery;Social work;Special education
PERSONAL NAME - PRIMARY RESPONSIBILITY
Kareem, Mahmooda Mahmood
PERSONAL NAME - SECONDARY RESPONSIBILITY
Barrera, Iran
CORPORATE BODY NAME - SECONDARY RESPONSIBILITY
Subdivision
Social Work Education
California State University, Fresno
LOCATION AND CALL NUMBER
Call Number
2042344858; 10815622
ELECTRONIC LOCATION AND ACCESS
Electronic name
مطالعه متن کتاب p
[Thesis]
276903
a
Y
