scholarly journals CIRI-CIRI DISLEKSIA PADA ANAK USIA DINI

2021 ◽  
Vol 8 (1) ◽  
pp. 62-77
Author(s):  
Iza Syahroni ◽  
Wasilatur Rofiqoh ◽  
Eva Latipah

Dyslexia is a type of learning difficulty in children in the form of reading disabilities, symptoms that are not caused by the ability of sight, hearing, intelligence, or skills in languagee, but rather to disturbances in the brain processes when processing the information it receives. The factors that couse dyslexia, are phenoological problems, educational factors, psychological factors, and biological factors. As for the characteristics of dyslexia, among others: symptoms of dyslexia in pre-school: 1), loves to mix up words and phrases, 2), difficulty learning the repetition of sounds (rhymes) and rhythms, 3) it’s hard to remember names, 4) late development in language, 5) happy to read a book, but not interested in words or letters, 6 it’s hard to dress. The characteristics of dyslexia at elementary school age: 1) difficulty reading and speeling, 2) often confused letters and numbers, 3) it’s hard to remember names, 4) difficult to understand the writing he read, 5. Slow at writing, 6 difficulty concentrating, 6) difficulty concentrating, 7) it’s hard to tell right and left, or the order of the week, 8) low self-esteem, and 9) still have difficulty in dressing. Abstrak Disleksia adalah jenis kesulitan belajar pada anak berupa ketidak mampuan membaca, gejala yang tidak disebabkan oleh kemampuan penglihatan, pendengaran, intelegensia, atau keterampilannya dalam berbahasa, melainkan lebih kepada gangguan dalam proses otak ketika mengolah informasi yang diterimanya. Faktor-faktor penyebab disleksia , adalah masalah fenoologi, faktor pendidikan, faktor psikologis, dan faktor biologis. Adapun ciri-ciri disleksia di antaranya: Ciri-ciri disleksia pada pra-sekolah: (1) Suka mencampur adukkan kata-kata dan frasa (2) Kesulitan mempelajari pengulangan bunyi (rima) dan irama (ritme), (3) Sulit mengingat nama, (4) Perkembangan dalam berbahasa yang terlambat, (5) Senang dibacakan buku, tetapi tidak tertarik dengan kata-kata atau huruf, (6) Sulit untuk berpakaian. Adapun ciri-ciri disleksia diusia sekolah dasar: (1) Sulit membaca dan mengeja, (2) Sering tertukar huruf dan angka, (3) Sulit mengingat alfabet atau mempelajari tabel, (4) Sulit mengerti tulisan yang ia baca, (5) Lambat dalam menulis, (6) Sulit konsentrasi, (7) Susah membedakan kanan dan kiri, atau urutan dalam sepekan, (8)Percaya diri yang rendah, (9) Masih tetap kesulitan dalam berpakaian. Kata Kunci: Disleksia, Kesulitan Belajar, dan Pendidikan  

1981 ◽  
Vol 53 (2) ◽  
pp. 663-666 ◽  
Author(s):  
Evelyn G. Hall ◽  
Amelia M. Lee

This study investigated the effect of birth order and sex on goal setting and actual performance by boys and girls of elementary school age on a ring-toss task. Children were asked to give a verbal estimate of the number of successful trials out of 10 they expected to complete. Data were analyzed by 2 (sex) × 2 (birth order) analyses of variance. Results indicated that firstborn boys set higher goals and performed significantly better than later-born boys, firstborn girls or later-born girls.


1970 ◽  
Vol 40 (10) ◽  
pp. 533-537 ◽  
Author(s):  
A. J. Luquette ◽  
C. W. Landiss ◽  
D. J. Merki

1989 ◽  
Vol 68 (1) ◽  
pp. 163-166 ◽  
Author(s):  
John Beer ◽  
Paula Fleming

Light-eyed individuals generally perform better at self-paced activities while dark-eyed individuals perform better at reactive activities. In throwing a ball at a target there were no differences between light- and dark-eyed elementary school-age children. Boys hit the target more times than did girls, and older children in upper grades hit the target more often than did younger children in lower grades.


Author(s):  
Ulani Yunus ◽  
Tri Adi Sumbogo ◽  
Mario Nugroho Willyarto ◽  
Bhernadetta Pravita Wahyuningtyas ◽  
Jennifer J. Anderson ◽  
...  

1974 ◽  
Vol 17 (4) ◽  
pp. 740-747 ◽  
Author(s):  
C. Lee Woods

To assess the relation of social position to speaking competence and to determine the stuttering child’s awareness of peer evaluation, ratings of social position and speaking competence were obtained from 24 stuttering boys (12 mild and 12 moderate or severe) in each the third and sixth grade and from 562 of their normally fluent male classmates. Peer ratings, self-estimates of ratings, and reasons for certain ratings also were obtained. No significant differences between groups of stuttering boys were found. Upon comparison with fluent boys, stuttering boys both expected to be and were rated significantly poorer as speakers than were the normally fluent. No significant differences were found, however, between stuttering and fluent boys on social position measures, suggesting that whether or not an elementary-school-age boy stuttered was of minor importance in determining his social role among his peers.


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