Please use this identifier to cite or link to this item: http://13.126.40.108:8080/xmlui/handle/123456789/199
Title: A Comparative Study Of Personality Factors Of Dyslexic Children And Non Dyslexic Children Of Grade V
Authors: Naz, Shahla
Keywords: Dyslexic Children- Learning ability-study
Non Dyslexic Children
Personality Factors
Children with special need (CESN) -study
Issue Date: 28-Sep- 18
Publisher: Regional Institute of Education, Bhopal
Series/Report no.: D-244;
Abstract: Education has always been meant for the students. But while educating the students emphasis has always been on the curriculum, on school and its management but not on the students. In the view of the fact that student is the centre of all learning activities; what is more important is how student learns, how he exercise the power of mind and body, how he thinks and understand. Much of child's learning in school and in later life depends upon his competency to use basic abilities such as thinking, reasoning, memory, imagination and perception - motor abilities. These are needed for acquiring basic academic skills such as reading, writing, spelling and Arithmetic. Millions of children are not able to develop these academic skills adequately and face various educational deficits referred to as Learning Disabilities.
URI: http://localhost:8080/xmlui/handle/123456789/199
Appears in Collections:Dissertations

Files in This Item:
File Description SizeFormat 
0-D-244.pdfDeclaration ,Certificate ,Acknowledgement970.6 kBAdobe PDFView/Open
1-Chapter-I.pdfIntroduction891.96 kBAdobe PDFView/Open
2-Chapter-Il.pdfReview of Related Literature678.35 kBAdobe PDFView/Open
3-Chapter-IlI.pdfMethodology783.7 kBAdobe PDFView/Open
4-Chapter-IV.pdfAnalysis of Data and Interpretation1.4 MBAdobe PDFView/Open
5-Chapter-V.pdfSummary, Conclusion and Suggestions664.24 kBAdobe PDFView/Open
6-BIBLIOGRAPHY.pdfBibliography562.05 kBAdobe PDFView/Open
7-APPENDIX.pdfAppendices638.3 kBAdobe PDFView/Open


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.