Hamda Muzaffar, Nayab Iftikhar, Muhammad Sikander Ghayas Khan, S. Malik
Urdu is the national language of Pakistan and more than 100 million people speak Urdu worldwide. Urdu has 43 phonemes, however, there are some distinct phonemes in English and Urdu languages that affect the accuracy of test results. Ultimately, it leads to difficulty in assessment, diagnosis and intervention planning. This study is aimed to develop a criterion based articulation screening tool to identify articulation errors in Urdu speaking school going children. For this purpose, 500 Urdu words were selected after literature review for eliciting spontaneous single word responses at initial, medial and final positions. 10 professionals were requested to review and rate each word on a scale ranging from 1 – 5 (1=strongly disagree, 2= disagree, 3= neutral, 4=agree, 5= strongly agree). Pilot study was conducted on 25 Urdu speaking school going children to check content validity. The mean score of all the responses was calculated and the top three responses were selected for further application. In the second application, 200 school going children including 100 boys and 100 girls were included. Their responses comprising sound utterances at initial, medial and final positions were converted to mean scores. Mean scores of expert opinion, pilot study and final application of UAST were calculated using Excel spreadsheets. The minimum mean score of selected words was 3, whereas the maximum mean score was 5. Final application proves the validity of UAST. The minimum mean score of selected words was 4.5, whereas the maximum mean score was 5. The study proved that UAST is a valid screening tool to screen articulation errors in Urdu speaking school going children.
{"title":"Development of Articulation Screening Tool to Assess the Articulation Errors in Urdu Speaking School Going Children","authors":"Hamda Muzaffar, Nayab Iftikhar, Muhammad Sikander Ghayas Khan, S. Malik","doi":"10.32350/uer.21.02","DOIUrl":"https://doi.org/10.32350/uer.21.02","url":null,"abstract":"Urdu is the national language of Pakistan and more than 100 million people speak Urdu worldwide. Urdu has 43 phonemes, however, there are some distinct phonemes in English and Urdu languages that affect the accuracy of test results. Ultimately, it leads to difficulty in assessment, diagnosis and intervention planning. This study is aimed to develop a criterion based articulation screening tool to identify articulation errors in Urdu speaking school going children. For this purpose, 500 Urdu words were selected after literature review for eliciting spontaneous single word responses at initial, medial and final positions. 10 professionals were requested to review and rate each word on a scale ranging from 1 – 5 (1=strongly disagree, 2= disagree, 3= neutral, 4=agree, 5= strongly agree). Pilot study was conducted on 25 Urdu speaking school going children to check content validity. The mean score of all the responses was calculated and the top three responses were selected for further application. In the second application, 200 school going children including 100 boys and 100 girls were included. Their responses comprising sound utterances at initial, medial and final positions were converted to mean scores. Mean scores of expert opinion, pilot study and final application of UAST were calculated using Excel spreadsheets. The minimum mean score of selected words was 3, whereas the maximum mean score was 5. Final application proves the validity of UAST. The minimum mean score of selected words was 4.5, whereas the maximum mean score was 5. The study proved that UAST is a valid screening tool to screen articulation errors in Urdu speaking school going children.","PeriodicalId":34253,"journal":{"name":"UMT Education Review","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45498335","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Issues Faced by Working Mothers in Lahore and the Impact of Job Stress on their Relationship with their Adolescent Children","authors":"Asifah sohail, Afza Imtiaz, Safia Iqbal","doi":"10.32350/uer.12.04","DOIUrl":"https://doi.org/10.32350/uer.12.04","url":null,"abstract":"","PeriodicalId":34253,"journal":{"name":"UMT Education Review","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43507099","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Resilience: An Emic Perspective of Adolescents with Disabilities from Segregated and Integrated Schools","authors":"Mahmoud Abbasi, Rubina Hanif","doi":"10.32350/uer.12.02","DOIUrl":"https://doi.org/10.32350/uer.12.02","url":null,"abstract":"","PeriodicalId":34253,"journal":{"name":"UMT Education Review","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43940701","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"A Child on Crossroad of Two Isolated Worlds","authors":"A. Hameed, Afaf Manzoor","doi":"10.32350/uer.12.01","DOIUrl":"https://doi.org/10.32350/uer.12.01","url":null,"abstract":"","PeriodicalId":34253,"journal":{"name":"UMT Education Review","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48955157","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this study was to identify the types of reading strategies used by first year college students for reading different materials and their effects on students’ academic performance/achievement. The sample of the study consisted of 269 first year students of different departments of Arts and Humanities group at Government College (Wahdat Road), Lahore. IELTS’ Reading Comprehension Test (Academic/General) was used to assess the reading comprehension skills of students. Meta Comprehension Strategy Index (MCSI) by Schmitt (1990) was used to assess the level of awareness and the use of reading comprehension strategies. Data was analyzed using SPSS and was graphically presented to provide a clear understanding of results which indicated the lack of awareness about reading comprehension strategies as a key factor leading to the poor performance of students in the reading comprehension test. The study contributes scholarly in the existing literature by accentuating the need to make instruction about reading strategies compulsory in English language classrooms. It will increase the academic success of students and will also provide them with better job opportunities in future.
{"title":"The Use of Reading Comprehension Strategies and their Effects on Academic Achievement of Students – A Case Study","authors":"N. Nadeem, Irfan A. Omar","doi":"10.32350/uer.12.05","DOIUrl":"https://doi.org/10.32350/uer.12.05","url":null,"abstract":"The purpose of this study was to identify the types of reading strategies used by first year college students for reading different materials and their effects on students’ academic performance/achievement. The sample of the study consisted of 269 first year students of different departments of Arts and Humanities group at Government College (Wahdat Road), Lahore. IELTS’ Reading Comprehension Test (Academic/General) was used to assess the reading comprehension skills of students. Meta Comprehension Strategy Index (MCSI) by Schmitt (1990) was used to assess the level of awareness and the use of reading comprehension strategies. Data was analyzed using SPSS and was graphically presented to provide a clear understanding of results which indicated the lack of awareness about reading comprehension strategies as a key factor leading to the poor performance of students in the reading comprehension test. The study contributes scholarly in the existing literature by accentuating the need to make instruction about reading strategies compulsory in English language classrooms. It will increase the academic success of students and will also provide them with better job opportunities in future.","PeriodicalId":34253,"journal":{"name":"UMT Education Review","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49528404","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. Malik, Umt Lahore Pakistan Planning, Memona Rashid, M. Y. Awan, Iram Batool Alvi
Education is the basic right of every child. However, there are many barriers to education for children with special needs. These special needs are due to their physical or physiological make up and are the reason they often feel desolated, mostly due to the lack of educational facilities required to fulfil those needs that should be available for all. This conceptual paper attempts to outline the term ‘inclusive education’ in terms of the democratic principles established by the international community. The paper also attempts to discuss Pakistan’s progress in adopting inclusive education by analyzing the current institutional framework of the education sector and infrastructure constraints in mainstream schools. Various case studies about educational centers in Pakistan’s urban hubs have been analyzed also to learn more about the impediments in this regard. Moreover, data has been collected from 25 districts of Punjab to learn about the current status of public schools and to know whether or not they have been transformed into inclusive schools. Findings show that building design is a major barrier among other challenges. Building layout of an inclusive school has been presented as a model for making existing schools more inclusive for students with various disabilities, so that benefits of inclusion are drawn not only by the disabled but also by mainstream students.
{"title":"The Role of Architecture in the Identification of Obstacles and Spatial Solutions to Inclusive Education","authors":"A. Malik, Umt Lahore Pakistan Planning, Memona Rashid, M. Y. Awan, Iram Batool Alvi","doi":"10.32350/uer.12.03","DOIUrl":"https://doi.org/10.32350/uer.12.03","url":null,"abstract":"Education is the basic right of every child. However, there are many barriers to education for children with special needs. These special needs are due to their physical or physiological make up and are the reason they often feel desolated, mostly due to the lack of educational facilities required to fulfil those needs that should be available for all. This conceptual paper attempts to outline the term ‘inclusive education’ in terms of the democratic principles established by the international community. The paper also attempts to discuss Pakistan’s progress in adopting inclusive education by analyzing the current institutional framework of the education sector and infrastructure constraints in mainstream schools. Various case studies about educational centers in Pakistan’s urban hubs have been analyzed also to learn more about the impediments in this regard. Moreover, data has been collected from 25 districts of Punjab to learn about the current status of public schools and to know whether or not they have been transformed into inclusive schools. Findings show that building design is a major barrier among other challenges. Building layout of an inclusive school has been presented as a model for making existing schools more inclusive for students with various disabilities, so that benefits of inclusion are drawn not only by the disabled but also by mainstream students.","PeriodicalId":34253,"journal":{"name":"UMT Education Review","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45342904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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