Authors retain the copyright without restrictions for their published content in this journal. HSSR is a SHERPA ROMEO Green Journal.
Publishing License
This is an open-access article distributed under the terms of
A STUDY OF RELATIONSHIP OF PARENTS’ MOTIVATION ON DYSLEXIC CHILDREN’S SCHOOL GOING BEHAVIOUR
Corresponding Author(s) : Juhri Abdul Muin
Humanities & Social Sciences Reviews,
Vol. 8 No. 2 (2020): Education Special Issue
Abstract
Purpose of the study: This study aims to identify the type of dyslexia students have and the relationship with motivation given by parents for dyslexic students to go to school.
Methodology: This type of research is associative quantitative research with correlational design. Where the total number of the sample from this study were 48 students and parents’with details of 35 male students and 13 female students who were taken based on purposive sampling techniques and 48 students' parents, data were then analyzed with the help of SPSS 21 application to look for descriptive statistics in the form of mean, min, and max as well as the relationship between parents' motivation and dyslexic children.
Main Findings: From the results of the analysis that has been done, there is a relationship between parents' motivation in fostering the interests of dyslexic children, this is reinforced by the results of dyslexia indicators of PA type with good categories of 64.6% (31 of 48) students, RAN indicators with good categories of 58.3 % (28 out of 48) students, WM indicators with good categories were 62.5% (30 out of 48) students, and parents' motivation for dyslexic children had a useful category of 60.4% (30 out of 48) students.
Applications of this study: For this reason, it is recommended that parents of children with dyslexia children give more attention or motivation than normal healthy children.
Novelty/Originality of this study: In this study, the renewal is looking at the types of dyslexia students, both those of type Phonological Awareness, Rapid Automatized Naming, Working Memory, as well as the relationship with the motivation of parents in motivating children with dyslexia.
Keywords
Download Citation
Endnote/Zotero/Mendeley (RIS)BibTeX
- Anthony, J. L., & Francis, D. J. (2005). Development of phonological awareness. Current Directions in Psychological Science, 14, 255–259. https://doi.org/10.1111/j.0963-7214.2005.00376.x DOI: https://doi.org/10.1111/j.0963-7214.2005.00376.x
- Asrial., Syahrial., Kurniawan, D. A., Subandiyo, M., Amalina, N. (2019). Exploring obstacles in language learning among prospective primary school teachers. International Journal of Evaluation and Research in Education (IJERE), 8(2), 249-254. DOI: https://doi.org/10.11591/ijere.v8i2.16700
- Asrial, Syahrial, Kurniawan, D. A, Chan, F., Nugroho, P., Pratama, R. A., Septiasari, R. (2019). Identification: The Effect of Mathematical Competence On Pedagogic Competency Of Prospective Teacher. Humanities & Social Science Reviews (HSSR).7(4), 85-92. https://doi.org/10.18510/hssr.2019.7413
- Astalini, Kurniawan, D. A., Darmaji, Sholihah, L. R., Perdana, R. (2019).Characteristics Of Students’ Attitude To Physics In Muaro Jambi High School. Humanities & Social Science Reviews (HSSR),7(2), 91-99. https://doi.org/10.18510/hssr.2019.7210 DOI: https://doi.org/10.18510/hssr.2019.7210
- Astalini, A., Darmaji, D., Kurniawan, D. A., Melsayanti, R. (2019). E-Assessment of Student Perception of Natural Science-Based on Seska in Middle School Students in Indonesia. International Journal of Scientific & Technology Research, 8(9), 858-863.
- Astalini., Kurniawan, D. A., Sulistiyo, U., Perdana, R., Susbiyanto, S. (2019). E-Assessment Motivation in Physics Subjects for Senior High School. International Journal of Online and Biomedical Engineering (iJOE),15(9), 4-15. https://doi.org/10.3991/ijoe.v15i11.10843 DOI: https://doi.org/10.3991/ijoe.v15i11.10843
- Banai, K., & Ahissar, M. (2004). Poor frequency discrimination probes dyslexics with particularly impaired working memory. Audiology and Neuro-Otology, 9(6), 328–340. https://doi.org/10.1159/000081282 DOI: https://doi.org/10.1159/000081282
- Castles, A., & Coltheart, M. (2004). Is there a causal link from phonological awareness to success in learning to read? Cognition, 91, 77–111. https://doi.org/10.1016/S0010-0277(03)00164-1 DOI: https://doi.org/10.1016/S0010-0277(03)00164-1
- Chaer, A. (2009). Phonology Bahasa Indonesia. Jakarta: Rineka Cipta.
- Conradi, K., Jang, B. G., & McKenna, M. C. (2013). Motivation terminology in reading the research: A conceptual Review. Educational Psychology Review. https://doi.org/10.1007/s10648-013-9245-z DOI: https://doi.org/10.1007/s10648-013-9245-z
- Cronin, V., & Carver, P. (1998). Phonological sensitivity, rapid naming, and beginning reading. Appl. Psychol.19, 447–461. https://doi.org/10.1017/S0142716400010262 DOI: https://doi.org/10.1017/S0142716400010262
- Dandache, S., Wouters, J., Ghesquière, P. (2014). Development of reading and phonological skills of children at family risk for dyslexia: a longitudinal analysis from kindergarten to sixth grade. Dyslexia.20, 305–329. https://doi.org/10.1002/dys.1482 DOI: https://doi.org/10.1002/dys.1482
- Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods In Education: Routledge. DOI: https://doi.org/10.4324/9780203029053
- Cramer, D. (2003). Advanced quantitative data analysis. McGraw-Hill Education (UK).
- Cresswel, J, W. (2012). Educational Research: Planning, Conducting, And Evaluating Quantitative And Qualitative Research. New York: Pearson.
- Debska, A., Luniewska, M., Chyl, K., Banaszkiewicz, A., Zelechowska, A., Wypyxh, M., Marchewka, A., Pugh, K, R., Jednorog, K. (2016). NeuroImage. 132. 406-416. https://doi.org/10.1016/j.neuroimage.2016.02.063 DOI: https://doi.org/10.1016/j.neuroimage.2016.02.063
- Dickinson, D. K., Golinkoff, R. M., & Hirsh-Pasek, K. (2010). Speaking out for language: Why language is central to reading development. Educational Researcher, 39, 305–310. https://doi.org/10.3102/0013189X10370204 DOI: https://doi.org/10.3102/0013189X10370204
- Ehri, L. C., Nunes, S. R., Willows, D. M., Schuster, B. V., Yaghoub-Zadeh, Z., & Shanahan, T. (2001). Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel’s meta-analysis. Reading Research Quarterly, 36, 250–287. https://doi.org/10.1598/RRQ.36.3.2 DOI: https://doi.org/10.1598/RRQ.36.3.2
- Direktur Jendral Pendidikan Luar Biasa (DITPLB). 2012. Mengenal Pendidikan Inklusif. Diunduh dari; http://www.ditplb.or.id
- Fostick, L., & Revah, H. (2018). Dyslexia as a multi-deficit disorder: Working memory and auditory temporal processing. Acta Psychologica. 183, 19-28. https://doi.org/10.1016/j.actpsy.2017.12.010 DOI: https://doi.org/10.1016/j.actpsy.2017.12.010
- Gall.D.M et al. (2003). Education Research an introduction seventh edition. USA: Pearson Education. Inc.
- Garcia, R. B., Mammarella, I. C., Tripodi, D., & Cornoldi, C. (2014). Visuospatial working memory for locations, colors, and binding in typically developing children and children with dyslexia and non-verbal learning disability. British Journal of Developmental Psychology, 32(1), 17–33. https://doi.org/10.1111/bjdp.12019 DOI: https://doi.org/10.1111/bjdp.12019
- Hallahand & Kauffman. 1988. Exceptional Children. New Jersey: Prentice Hall, Inc.
- Irdamurni., Kasiyati., Zulmiyetri, Taufan, J. (2018). The Effect of Mingle Model to Improve reading Skills for Students With Dyslexia in primary school, Journal of ICSAR,2(2), 167 – 170. https://doi.org/10.17977/um005v2i22018p167 DOI: https://doi.org/10.17977/um005v2i22018p167
- Kerlinger, F. N. (2014). Foundations of behavioral research. Yogyakarta: Gadjah Mada University Press.
- Kjeldsen, A.-C., Educ, L., Saarento-Zaprudin, S. K., & Niemi, P. O. (2019). Kindergarten training in phonological awareness: Fluency and comprehension gains are greatest for readers at risk in grades 1 through 9. Journal of Learning Disabilities, 52, 366–382. https://doi.org/10.1177/0022219419847154 DOI: https://doi.org/10.1177/0022219419847154
- Kovelman, I., Norton, E.S., Christodoulou, J.A., Gaab, N., Lieberman, D.A., Triantafyllou, C., Wolf, M., Whitfield-Gabrieli, S., Gabrieli, J.D., (2012). Brain basis of phonological awareness for spoken language in children and its disruption in dyslexia. Cereb. Cortex22, 754–764. https://doi.org/10.1093/cercor/bhr094 DOI: https://doi.org/10.1093/cercor/bhr094
- Landerl, K., Ramus, F., Moll, K., Lyytinen, H., Leppanen, P. H. T., Lohvansuu, K., & Schulte-Korne, G. (2013). Predictors of developmental dyslexia in European orthographies with varying complexity. Journal of Child Psychology and Psychiatry, 54, 686–694. https://doi.org/10.1111/jcpp.12029 DOI: https://doi.org/10.1111/jcpp.12029
- Lyytinen, H., Aro, M., Eklund, K., Erskine, J., Guttorm, T., Laakso, M.L., Leppänen, P.H., Lyytinen, P., Poikkeus, A.M., Torppa, M., (2004). The development of children at familial risk for dyslexia: birth to early school age. Ann. Dyslexia.54, 184–220. https://doi.org/10.1007/s11881-004-0010-3 DOI: https://doi.org/10.1007/s11881-004-0010-3
- Lyytinen, H., Guttorm, T.K., Huttunen, T., Paavo, J.H., Leppänen, H.T., Vesterinen, M., (2005). Psychophysiology of developmental dyslexia: a review of findings including studies of children at risk for dyslexia. J. Neurolinguistics.18, 167–195. https://doi.org/10.1016/j.jneuroling.2004.11.001 DOI: https://doi.org/10.1016/j.jneuroling.2004.11.001
- Lyytinen, H., Erskine, J., Tolvanen, A., Torppa, M., Poikkeus, A.M., Lyytinen, P., (2006). Trajectories of reading development: a follow-up from birth to school age of children with and without risk for dyslexia. Merrill-Palmer, Q. 52, 514–546. https://doi.org/10.1353/mpq.2006.0031 DOI: https://doi.org/10.1353/mpq.2006.0031
- Mann, V., & Wimmer, H. (2002). Phoneme awareness and pathways into literacy: A comparison of German and American children. Reading and Writing, 15, 653–682. https://doi.org/10.1023/A:1020984704781 DOI: https://doi.org/10.1023/A:1020984704781
- Maison, Darmaji, Astalini, Dwi Agus Kurniawan, Peni Sefiah Indrawati. (2019). Science Process Skills And Motivation. Humanities & Social Science Reviews (HSSR), 7(5), 48-56. https://doi.org/10.18510/hssr.2019.756 DOI: https://doi.org/10.18510/hssr.2019.756
- Maison., Astalini., Kurniawan, D. A., Perdana, R., Anggraini, L. (2019). The Phenomenon of Physicology Senior High School Education: Relationship of Students’ Attitudes towards Physics, Learning Style, Motivation. Universal Journal of Educational Research, 7(10), 2199-2207. https://doi.org/10.13189/ujer.2019.071018 DOI: https://doi.org/10.13189/ujer.2019.071018
- Melby-Lervag, M., Lyster, S.-A. H. & Hulme, C. (2012). Phonological skills and their role in learning to read: A meta-analytic review. Psychological Bulletin, 138, 322–352. https://doi.org/10.1037/a0026744 DOI: https://doi.org/10.1037/a0026744
- Mihandoost, Z., ElÃas, H., Sharifah., & Mahmud, R. (2011). A comparison of the reading motivation and reading the attitude of students with dyslexia and students without dyslexia in the elementary schools in Ilam, Iran. International Journal of Psychological Studies,3(1), 17-27. https://doi.org/10.5539/ijps.v3n1p17 DOI: https://doi.org/10.5539/ijps.v3n1p17
- Nelson, J. M., Lindstrom, W., & Foels, P. A. (2015). Test anxiety among college students with specific reading disability (dyslexia) nonverbal ability and working memory as predictors. Journal of Learning Disabilities ,48(4), 422–432. https://doi.org/10.1177/0022219413507604 DOI: https://doi.org/10.1177/0022219413507604
- Pfost, M. (2015). Children’s phonological awareness as a predictor of reading and spelling: A systematic review of longitudinal research in German-speaking countries. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 47, 123–138. https://doi.org/10.1026/0049-8637/a000141 DOI: https://doi.org/10.1026/0049-8637/a000141
- Pfost, M., Blatter, K., Artelt, C., Stanat, P., & Scheneider, W. (2019). Effects of training phonological awareness on children's reading skills. Journal of Applied Developmental Psychology. 65, 1-12. https://doi.org/10.1016/j.appdev.2019.101067 DOI: https://doi.org/10.1016/j.appdev.2019.101067
- Ryan, R. M., & Deci E. L. (2009). Promoting self-determined school engagement: Motivation, learning, and well-being. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation in school (pp. 171-196). New York: Routledge.
- Schiefele, U., Schaffner, E., Möller, J., & Wingfield, A. (2012). Dimensions of reading motivation and their relation to reading behavior and competence. Reading Research Quarterly, 47, 427-463.
- Schwarb, H., Nail, J., & Schumacher, E. H. (2016). Working memory training improves visual short-term memory capacity. Psychological Research, 80(1), 128–148. https://doi.org/10.1007/s00426-015-0648-y DOI: https://doi.org/10.1007/s00426-015-0648-y
- Shaywitz, B.A., Shaywitz, S.E., Pugh, K.R., Mencl, W.E., Fulbright, R.K., Skudlarski, P. (2002). Disruption of posterior brain systems for reading in children with developmental dyslexia. Biol. Psychiatry. 52, 101–110. https://doi.org/10.1016/S0006-3223(02)01365-3 DOI: https://doi.org/10.1016/S0006-3223(02)01365-3
- Sideridis, G.D., Morgan, P.L., Botsas, G., Padeliadu, S., & Fuchs, D. (2006). Identification of students with learning difficulties based on motivation, metacognition, and psychopathology: A ROC analysis. Journal of Learning Disabilities, 39, 215-229. https://doi.org/10.1177/00222194060390030301 DOI: https://doi.org/10.1177/00222194060390030301
- Skibbe, L., Behnke, M., dan Justice, L. M. (2004). Parental Scaffolding of Children's Phonological Awareness Skills. Communication Disorder Quarterly, 25, 189. https://doi.org/10.1177/15257401040250040401 DOI: https://doi.org/10.1177/15257401040250040401
- Snowling, M.J., Hulme, C. (2011). Evidence-based interventions for reading and language difficulties: creating a virtuous circle. Br. J. Psychol. 81, 1–23. https://doi.org/10.1111/j.2044-8279.2010.02014.x DOI: https://doi.org/10.1111/j.2044-8279.2010.02014.x
- Stanovich, K.E. (1991). Discrepancy definitions of reading ability: Has intelligence led us astray? Reading Research Quarterly, 26, 7-29. https://doi.org/10.2307/747729 DOI: https://doi.org/10.2307/747729
- Stubss, S. (2002). Inclusive Education Where There Are Few Resources.The Atlas Alliance Global Support to Disabled People.
- Suggate, S. (2016). A meta-analysis of the long-term effects of phonemic awareness, phonics, fluency, and reading comprehension interventions. Journal of Learning Disabilities, 49, 77–96. https://doi.org/10.1177/0022219414528540 DOI: https://doi.org/10.1177/0022219414528540
- Torgesen, J., Wagner, R., Rashotte, C. (1994). Longitudinal studies of phonological processing and reading. J. Learn. Disabil. 27, 276–286. https://doi.org/10.1177/002221949402700503 DOI: https://doi.org/10.1177/002221949402700503
- Torppa, M., Lyytinen, P., Erskine, J., Eklund, K., Lyytinen, H., (2010). Language development, literacy skills, and predictive connections to reading in Finnish children with and without familial risk for dyslexia. J. Learn. Difficulties.43, 308–321. https://doi.org/10.1177/0022219410369096 DOI: https://doi.org/10.1177/0022219410369096
- United Nations Educational, Scientific, and Cultural Organization (UNESCO). 2001. Understanding and Responding to Children’s Needs in Inclusive Classrooms. Diunduh dari; http://www.unesco.org/education/educprog/sne
- Verhagen, J., & Leseman, P. (2016). How do verbal short-term memory and working memory relate to the acquisition of vocabulary and grammar? A comparison between first and second language learners. Journal of Experimental Child Psychology,141, 65–82. https://doi.org/10.1016/j.jecp.2015.06.015 DOI: https://doi.org/10.1016/j.jecp.2015.06.015
- Wade, S, E. 2000. Inclusive Education: A Casebook and Readings for Prospective and Practicing Teachers. London: Lawrence Erlbaum Associates, Publishers. https://doi.org/10.4324/9781410602480 DOI: https://doi.org/10.4324/9781410602480
- Wolf, K. M., Schroeders, U., & Kriegbaum, K. (2016). Meta-analysis Zur Wirksamkeit einer Forderung der phonologischen Bewusstheit in der Deutschen Sprache [Promoting phonological awareness in German: A meta-analysis]. Zeitschrift für Pädagogische Psychologie, 30, 9–33. https://doi.org/10.1024/1010-0652/a000165 DOI: https://doi.org/10.1024/1010-0652/a000165
- Ziegler, J. C., & Goswami, U. (2005). Reading acquisition, developmental dyslexia, and skilled reading across languages: A psycholinguistic grain size theory. Psychological Bulletin, 131, 3–29. https://doi.org/10.1037/0033-2909.131.1.3 DOI: https://doi.org/10.1037/0033-2909.131.1.3
- Ziegler, J.C., Bertrand, D., Tóth, D., Csépe, V., Reis, A., FaÃsca, L., Saine, N., Lyytinen, H., Vaessen, A., Blomert, L., (2010). The orthographic depth and its impact on universal predictors of reading: a cross-language investigation. Psychol. Sci. 21, 551–559. https://doi.org/10.1177/0956797610363406 DOI: https://doi.org/10.1177/0956797610363406
- Zhao, J., Yang, Y., Song, Y. W. & Bi, H. Y. (2015). Verbal short-term memory deficits in Chinese children with dyslexia may not be a problem with the activation of phonological representations. Dyslexia,21(4), 304–322. https://doi.org/10.1002/dys.1516 DOI: https://doi.org/10.1002/dys.1516
References
Anthony, J. L., & Francis, D. J. (2005). Development of phonological awareness. Current Directions in Psychological Science, 14, 255–259. https://doi.org/10.1111/j.0963-7214.2005.00376.x DOI: https://doi.org/10.1111/j.0963-7214.2005.00376.x
Asrial., Syahrial., Kurniawan, D. A., Subandiyo, M., Amalina, N. (2019). Exploring obstacles in language learning among prospective primary school teachers. International Journal of Evaluation and Research in Education (IJERE), 8(2), 249-254. DOI: https://doi.org/10.11591/ijere.v8i2.16700
Asrial, Syahrial, Kurniawan, D. A, Chan, F., Nugroho, P., Pratama, R. A., Septiasari, R. (2019). Identification: The Effect of Mathematical Competence On Pedagogic Competency Of Prospective Teacher. Humanities & Social Science Reviews (HSSR).7(4), 85-92. https://doi.org/10.18510/hssr.2019.7413
Astalini, Kurniawan, D. A., Darmaji, Sholihah, L. R., Perdana, R. (2019).Characteristics Of Students’ Attitude To Physics In Muaro Jambi High School. Humanities & Social Science Reviews (HSSR),7(2), 91-99. https://doi.org/10.18510/hssr.2019.7210 DOI: https://doi.org/10.18510/hssr.2019.7210
Astalini, A., Darmaji, D., Kurniawan, D. A., Melsayanti, R. (2019). E-Assessment of Student Perception of Natural Science-Based on Seska in Middle School Students in Indonesia. International Journal of Scientific & Technology Research, 8(9), 858-863.
Astalini., Kurniawan, D. A., Sulistiyo, U., Perdana, R., Susbiyanto, S. (2019). E-Assessment Motivation in Physics Subjects for Senior High School. International Journal of Online and Biomedical Engineering (iJOE),15(9), 4-15. https://doi.org/10.3991/ijoe.v15i11.10843 DOI: https://doi.org/10.3991/ijoe.v15i11.10843
Banai, K., & Ahissar, M. (2004). Poor frequency discrimination probes dyslexics with particularly impaired working memory. Audiology and Neuro-Otology, 9(6), 328–340. https://doi.org/10.1159/000081282 DOI: https://doi.org/10.1159/000081282
Castles, A., & Coltheart, M. (2004). Is there a causal link from phonological awareness to success in learning to read? Cognition, 91, 77–111. https://doi.org/10.1016/S0010-0277(03)00164-1 DOI: https://doi.org/10.1016/S0010-0277(03)00164-1
Chaer, A. (2009). Phonology Bahasa Indonesia. Jakarta: Rineka Cipta.
Conradi, K., Jang, B. G., & McKenna, M. C. (2013). Motivation terminology in reading the research: A conceptual Review. Educational Psychology Review. https://doi.org/10.1007/s10648-013-9245-z DOI: https://doi.org/10.1007/s10648-013-9245-z
Cronin, V., & Carver, P. (1998). Phonological sensitivity, rapid naming, and beginning reading. Appl. Psychol.19, 447–461. https://doi.org/10.1017/S0142716400010262 DOI: https://doi.org/10.1017/S0142716400010262
Dandache, S., Wouters, J., Ghesquière, P. (2014). Development of reading and phonological skills of children at family risk for dyslexia: a longitudinal analysis from kindergarten to sixth grade. Dyslexia.20, 305–329. https://doi.org/10.1002/dys.1482 DOI: https://doi.org/10.1002/dys.1482
Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods In Education: Routledge. DOI: https://doi.org/10.4324/9780203029053
Cramer, D. (2003). Advanced quantitative data analysis. McGraw-Hill Education (UK).
Cresswel, J, W. (2012). Educational Research: Planning, Conducting, And Evaluating Quantitative And Qualitative Research. New York: Pearson.
Debska, A., Luniewska, M., Chyl, K., Banaszkiewicz, A., Zelechowska, A., Wypyxh, M., Marchewka, A., Pugh, K, R., Jednorog, K. (2016). NeuroImage. 132. 406-416. https://doi.org/10.1016/j.neuroimage.2016.02.063 DOI: https://doi.org/10.1016/j.neuroimage.2016.02.063
Dickinson, D. K., Golinkoff, R. M., & Hirsh-Pasek, K. (2010). Speaking out for language: Why language is central to reading development. Educational Researcher, 39, 305–310. https://doi.org/10.3102/0013189X10370204 DOI: https://doi.org/10.3102/0013189X10370204
Ehri, L. C., Nunes, S. R., Willows, D. M., Schuster, B. V., Yaghoub-Zadeh, Z., & Shanahan, T. (2001). Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel’s meta-analysis. Reading Research Quarterly, 36, 250–287. https://doi.org/10.1598/RRQ.36.3.2 DOI: https://doi.org/10.1598/RRQ.36.3.2
Direktur Jendral Pendidikan Luar Biasa (DITPLB). 2012. Mengenal Pendidikan Inklusif. Diunduh dari; http://www.ditplb.or.id
Fostick, L., & Revah, H. (2018). Dyslexia as a multi-deficit disorder: Working memory and auditory temporal processing. Acta Psychologica. 183, 19-28. https://doi.org/10.1016/j.actpsy.2017.12.010 DOI: https://doi.org/10.1016/j.actpsy.2017.12.010
Gall.D.M et al. (2003). Education Research an introduction seventh edition. USA: Pearson Education. Inc.
Garcia, R. B., Mammarella, I. C., Tripodi, D., & Cornoldi, C. (2014). Visuospatial working memory for locations, colors, and binding in typically developing children and children with dyslexia and non-verbal learning disability. British Journal of Developmental Psychology, 32(1), 17–33. https://doi.org/10.1111/bjdp.12019 DOI: https://doi.org/10.1111/bjdp.12019
Hallahand & Kauffman. 1988. Exceptional Children. New Jersey: Prentice Hall, Inc.
Irdamurni., Kasiyati., Zulmiyetri, Taufan, J. (2018). The Effect of Mingle Model to Improve reading Skills for Students With Dyslexia in primary school, Journal of ICSAR,2(2), 167 – 170. https://doi.org/10.17977/um005v2i22018p167 DOI: https://doi.org/10.17977/um005v2i22018p167
Kerlinger, F. N. (2014). Foundations of behavioral research. Yogyakarta: Gadjah Mada University Press.
Kjeldsen, A.-C., Educ, L., Saarento-Zaprudin, S. K., & Niemi, P. O. (2019). Kindergarten training in phonological awareness: Fluency and comprehension gains are greatest for readers at risk in grades 1 through 9. Journal of Learning Disabilities, 52, 366–382. https://doi.org/10.1177/0022219419847154 DOI: https://doi.org/10.1177/0022219419847154
Kovelman, I., Norton, E.S., Christodoulou, J.A., Gaab, N., Lieberman, D.A., Triantafyllou, C., Wolf, M., Whitfield-Gabrieli, S., Gabrieli, J.D., (2012). Brain basis of phonological awareness for spoken language in children and its disruption in dyslexia. Cereb. Cortex22, 754–764. https://doi.org/10.1093/cercor/bhr094 DOI: https://doi.org/10.1093/cercor/bhr094
Landerl, K., Ramus, F., Moll, K., Lyytinen, H., Leppanen, P. H. T., Lohvansuu, K., & Schulte-Korne, G. (2013). Predictors of developmental dyslexia in European orthographies with varying complexity. Journal of Child Psychology and Psychiatry, 54, 686–694. https://doi.org/10.1111/jcpp.12029 DOI: https://doi.org/10.1111/jcpp.12029
Lyytinen, H., Aro, M., Eklund, K., Erskine, J., Guttorm, T., Laakso, M.L., Leppänen, P.H., Lyytinen, P., Poikkeus, A.M., Torppa, M., (2004). The development of children at familial risk for dyslexia: birth to early school age. Ann. Dyslexia.54, 184–220. https://doi.org/10.1007/s11881-004-0010-3 DOI: https://doi.org/10.1007/s11881-004-0010-3
Lyytinen, H., Guttorm, T.K., Huttunen, T., Paavo, J.H., Leppänen, H.T., Vesterinen, M., (2005). Psychophysiology of developmental dyslexia: a review of findings including studies of children at risk for dyslexia. J. Neurolinguistics.18, 167–195. https://doi.org/10.1016/j.jneuroling.2004.11.001 DOI: https://doi.org/10.1016/j.jneuroling.2004.11.001
Lyytinen, H., Erskine, J., Tolvanen, A., Torppa, M., Poikkeus, A.M., Lyytinen, P., (2006). Trajectories of reading development: a follow-up from birth to school age of children with and without risk for dyslexia. Merrill-Palmer, Q. 52, 514–546. https://doi.org/10.1353/mpq.2006.0031 DOI: https://doi.org/10.1353/mpq.2006.0031
Mann, V., & Wimmer, H. (2002). Phoneme awareness and pathways into literacy: A comparison of German and American children. Reading and Writing, 15, 653–682. https://doi.org/10.1023/A:1020984704781 DOI: https://doi.org/10.1023/A:1020984704781
Maison, Darmaji, Astalini, Dwi Agus Kurniawan, Peni Sefiah Indrawati. (2019). Science Process Skills And Motivation. Humanities & Social Science Reviews (HSSR), 7(5), 48-56. https://doi.org/10.18510/hssr.2019.756 DOI: https://doi.org/10.18510/hssr.2019.756
Maison., Astalini., Kurniawan, D. A., Perdana, R., Anggraini, L. (2019). The Phenomenon of Physicology Senior High School Education: Relationship of Students’ Attitudes towards Physics, Learning Style, Motivation. Universal Journal of Educational Research, 7(10), 2199-2207. https://doi.org/10.13189/ujer.2019.071018 DOI: https://doi.org/10.13189/ujer.2019.071018
Melby-Lervag, M., Lyster, S.-A. H. & Hulme, C. (2012). Phonological skills and their role in learning to read: A meta-analytic review. Psychological Bulletin, 138, 322–352. https://doi.org/10.1037/a0026744 DOI: https://doi.org/10.1037/a0026744
Mihandoost, Z., ElÃas, H., Sharifah., & Mahmud, R. (2011). A comparison of the reading motivation and reading the attitude of students with dyslexia and students without dyslexia in the elementary schools in Ilam, Iran. International Journal of Psychological Studies,3(1), 17-27. https://doi.org/10.5539/ijps.v3n1p17 DOI: https://doi.org/10.5539/ijps.v3n1p17
Nelson, J. M., Lindstrom, W., & Foels, P. A. (2015). Test anxiety among college students with specific reading disability (dyslexia) nonverbal ability and working memory as predictors. Journal of Learning Disabilities ,48(4), 422–432. https://doi.org/10.1177/0022219413507604 DOI: https://doi.org/10.1177/0022219413507604
Pfost, M. (2015). Children’s phonological awareness as a predictor of reading and spelling: A systematic review of longitudinal research in German-speaking countries. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 47, 123–138. https://doi.org/10.1026/0049-8637/a000141 DOI: https://doi.org/10.1026/0049-8637/a000141
Pfost, M., Blatter, K., Artelt, C., Stanat, P., & Scheneider, W. (2019). Effects of training phonological awareness on children's reading skills. Journal of Applied Developmental Psychology. 65, 1-12. https://doi.org/10.1016/j.appdev.2019.101067 DOI: https://doi.org/10.1016/j.appdev.2019.101067
Ryan, R. M., & Deci E. L. (2009). Promoting self-determined school engagement: Motivation, learning, and well-being. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation in school (pp. 171-196). New York: Routledge.
Schiefele, U., Schaffner, E., Möller, J., & Wingfield, A. (2012). Dimensions of reading motivation and their relation to reading behavior and competence. Reading Research Quarterly, 47, 427-463.
Schwarb, H., Nail, J., & Schumacher, E. H. (2016). Working memory training improves visual short-term memory capacity. Psychological Research, 80(1), 128–148. https://doi.org/10.1007/s00426-015-0648-y DOI: https://doi.org/10.1007/s00426-015-0648-y
Shaywitz, B.A., Shaywitz, S.E., Pugh, K.R., Mencl, W.E., Fulbright, R.K., Skudlarski, P. (2002). Disruption of posterior brain systems for reading in children with developmental dyslexia. Biol. Psychiatry. 52, 101–110. https://doi.org/10.1016/S0006-3223(02)01365-3 DOI: https://doi.org/10.1016/S0006-3223(02)01365-3
Sideridis, G.D., Morgan, P.L., Botsas, G., Padeliadu, S., & Fuchs, D. (2006). Identification of students with learning difficulties based on motivation, metacognition, and psychopathology: A ROC analysis. Journal of Learning Disabilities, 39, 215-229. https://doi.org/10.1177/00222194060390030301 DOI: https://doi.org/10.1177/00222194060390030301
Skibbe, L., Behnke, M., dan Justice, L. M. (2004). Parental Scaffolding of Children's Phonological Awareness Skills. Communication Disorder Quarterly, 25, 189. https://doi.org/10.1177/15257401040250040401 DOI: https://doi.org/10.1177/15257401040250040401
Snowling, M.J., Hulme, C. (2011). Evidence-based interventions for reading and language difficulties: creating a virtuous circle. Br. J. Psychol. 81, 1–23. https://doi.org/10.1111/j.2044-8279.2010.02014.x DOI: https://doi.org/10.1111/j.2044-8279.2010.02014.x
Stanovich, K.E. (1991). Discrepancy definitions of reading ability: Has intelligence led us astray? Reading Research Quarterly, 26, 7-29. https://doi.org/10.2307/747729 DOI: https://doi.org/10.2307/747729
Stubss, S. (2002). Inclusive Education Where There Are Few Resources.The Atlas Alliance Global Support to Disabled People.
Suggate, S. (2016). A meta-analysis of the long-term effects of phonemic awareness, phonics, fluency, and reading comprehension interventions. Journal of Learning Disabilities, 49, 77–96. https://doi.org/10.1177/0022219414528540 DOI: https://doi.org/10.1177/0022219414528540
Torgesen, J., Wagner, R., Rashotte, C. (1994). Longitudinal studies of phonological processing and reading. J. Learn. Disabil. 27, 276–286. https://doi.org/10.1177/002221949402700503 DOI: https://doi.org/10.1177/002221949402700503
Torppa, M., Lyytinen, P., Erskine, J., Eklund, K., Lyytinen, H., (2010). Language development, literacy skills, and predictive connections to reading in Finnish children with and without familial risk for dyslexia. J. Learn. Difficulties.43, 308–321. https://doi.org/10.1177/0022219410369096 DOI: https://doi.org/10.1177/0022219410369096
United Nations Educational, Scientific, and Cultural Organization (UNESCO). 2001. Understanding and Responding to Children’s Needs in Inclusive Classrooms. Diunduh dari; http://www.unesco.org/education/educprog/sne
Verhagen, J., & Leseman, P. (2016). How do verbal short-term memory and working memory relate to the acquisition of vocabulary and grammar? A comparison between first and second language learners. Journal of Experimental Child Psychology,141, 65–82. https://doi.org/10.1016/j.jecp.2015.06.015 DOI: https://doi.org/10.1016/j.jecp.2015.06.015
Wade, S, E. 2000. Inclusive Education: A Casebook and Readings for Prospective and Practicing Teachers. London: Lawrence Erlbaum Associates, Publishers. https://doi.org/10.4324/9781410602480 DOI: https://doi.org/10.4324/9781410602480
Wolf, K. M., Schroeders, U., & Kriegbaum, K. (2016). Meta-analysis Zur Wirksamkeit einer Forderung der phonologischen Bewusstheit in der Deutschen Sprache [Promoting phonological awareness in German: A meta-analysis]. Zeitschrift für Pädagogische Psychologie, 30, 9–33. https://doi.org/10.1024/1010-0652/a000165 DOI: https://doi.org/10.1024/1010-0652/a000165
Ziegler, J. C., & Goswami, U. (2005). Reading acquisition, developmental dyslexia, and skilled reading across languages: A psycholinguistic grain size theory. Psychological Bulletin, 131, 3–29. https://doi.org/10.1037/0033-2909.131.1.3 DOI: https://doi.org/10.1037/0033-2909.131.1.3
Ziegler, J.C., Bertrand, D., Tóth, D., Csépe, V., Reis, A., FaÃsca, L., Saine, N., Lyytinen, H., Vaessen, A., Blomert, L., (2010). The orthographic depth and its impact on universal predictors of reading: a cross-language investigation. Psychol. Sci. 21, 551–559. https://doi.org/10.1177/0956797610363406 DOI: https://doi.org/10.1177/0956797610363406
Zhao, J., Yang, Y., Song, Y. W. & Bi, H. Y. (2015). Verbal short-term memory deficits in Chinese children with dyslexia may not be a problem with the activation of phonological representations. Dyslexia,21(4), 304–322. https://doi.org/10.1002/dys.1516 DOI: https://doi.org/10.1002/dys.1516