TY  - JOUR
T1  - A Study on the Difference in Various Methods of Recollecting Words
Between Mainstream Children and Children with Dyslexia
AU - Ganesh Kumar, J. AU - Rathnasabapathy, Maya 
JO  - Journal of Engineering and Applied Sciences
VL  - 13
IS  - 14
SP  - 5831
EP  - 5834
PY  - 2018
DA  - 2001/08/19
SN  - 1816-949x
DO  - jeasci.2018.5831.5834
UR  - https://makhillpublications.co/view-article.php?doi=jeasci.2018.5831.5834
KW  - grouped
KW  -descriptive
KW  -Dyslexia
KW  -ungrouped
KW  -gender specific
KW  -visualization
AB  - This study attempted to find out the difference in various methods of recollecting words among
children with and without dyslexia. This study is descriptive in nature. The sample consisted of 60 children
between the age group of 10-13 years. Purposive sampling method was adopted. The 30 children with dyslexia
were taken from the special schools and 30 children without dyslexia were taken from mainstream schools. The
study adopted three different recalling methods text visualization and written task, picture visualization and
written task, picture visualization and verbal task. In the first method, the text visualization and written task, the
participants were shown the list of ungrouped words for 60 sec and were asked to recall the words and jot them
down on a sheet of paper within a minute and the same procedure was repeated for the grouped and gender
specific word lists too. In the second method, picture visualization and written task, the participants were
shown a number of pictures for 60 sec and were asked to recall the pictures and write their names within a
minute. Finally, in the third method. Picture visualization and verbal task, the participants were shown the
pictures and were asked to recall verbally which were then recorded separately for all the three methods. Results
indicated that the children with dyslexia were able to recollect the words better when the words were presented
under categories rather than in a random order. Their recalling performance was better in picture visualization
and verbal tasks than in picture visualisation and written tasks.
ER  -