Learning to learn: Learning therapy in a college classroom     

MaryLouise Bat-Hayim 《Annals of dyslexia》1997,47(1):203-238

This paper describes the structure and rationale of the Language and Learning Seminar, a college course that grapples with learned helplessness issues that are frequently associated with LD. Peer/mentors play a vital role in its dynamic oral, written, and electronic communications. Elements of the course work synergistically to bypass long-standing emotional and linguistic barriers to learning. Yalom’s classification of therapeutic elements in group therapy serves as a context in which to explain the learning therapy provided by York University since 1987.  相似文献   

Analyzing cohesion in language samples of college students: A diagnostic tool     

MaryLouise Bat-Hayim 《Annals of dyslexia》1996,46(1):123-158

This paper presents a clinically derived system of analyzing reading miscues of college students and comparing the observed patterns to a student’s oral expressive language. By looking for consistencies and contrasting the observed patterns with what is now known about the cohesive development of language within and across its spoken and written forms, and by looking for places in which the expected continuity is not apparent in the individual case, we can identify many of the barriers to successful learning. An important attribute of the new technique is that it can be used in varied contexts. The contexts can be tailored to suit the actual coursework that a student does or will encounter and the analysis still provides comparative data. The method includes a system of giving assessment feedback to the students that allows for their input and therefore helps them identify with treatment recommendations that are being suggested to overcome long-standing learning blocks.  相似文献