...1. Based on the evidence from age 6 and 8 years, how well is your child adapting to the school social environment and to the peer group? To what extent does this adaptation seem to depend on personality characteristics that are fairly stable in your child, and to what extent does your child seem to be developing novel behavior to cope with these new situations? Refer to the textbook for particular points about the responses of children in this age group to the peer group and the school environment. (2 points) Many changes occur between the ages of 6-8 years old. Children are leaving the comfort of their preschool environment and entering the school environment. This new environment exposes children to multiple new experiences. How a child responds to these changes can impact how successful they are in the school environment. One of the bigger changes is the amount of other children in the classroom. Typically pre-school classes are smaller in number and children become comfortable playing with only a small social group. Kindergarten and first grade could potentially have 30 children and can cause a child to feel shy and unable to cope with the new social situation. Another factor that influences a child’s ability to adapt to the school environment is the teacher controlled environment and then the more child controlled environment on the playground. Most children are used to being monitored closely throughout the whole day. However, the playground environment and the independence...
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...Effective Study Skills Dr. Bob Kizlik Latest update: January 4, 2012 How to Study and Make the Most of Your Time This web page on study skills, and what some may refer to as study tips, is designed to help you improve your learning and understanding, and ultimately your grades. It is not so large that it would require you to engage in mind-numbing reading of chapter after chapter as is the case with many books on the subject. The information is written in a way to help you "see" and "practice" proven study techniques. This page is used in hundreds of schools and universities and is currently ranked by Google and Bing in the top ten for plain old "study skills" and "how to study effectively" and #1 by Google and Bing for "effective study skills" Want more? Available now is a new, inexpensive download or CD on how to improve not just your study skills, but your learning skills as well. It is STUDY SKILLS FOR SCHOOL SUCCESS 2.0, that includes in one program a greatly enhanced version of all the information below, and much, much more, including a new section on how to get better math grades and self-motivation. After all, isn't what works what really counts? Please click http://adprima.com/SSSS2/ssss2order.htm and see for yourself. There is little doubt that no two people study the same way, and it is a near certainty that what works for one person may not work for another. However, there are some general techniques that seem to produce good results. No one would argue...
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...Learning Disability Report August 5, 2012 Sped 226 Grand Canyon University Disability | Area of difficulty | Symptoms include trouble with: | Example | Dyslexia | Processing language | Reading, writing, and spelling | Confusing letter names and sounds, difficulties blending sounds into words, , slow rate of reading, trouble remembering after reading text | Dyscalculia | Math skills | Computation, remembering math facts, concepts of time and money | Difficulty learning to count by 2s, 3s, 4s, poor mental math skills, problems with spatial directions | Dysgraphia | Written expression | Handwriting, spelling, composition | Illegible handwriting, difficulty organizing ideas for writing | Dyspraxia | Fine motor skills | Coordination, manual dexterity | Trouble with scissors, buttons, drawing | Auditory Processing Disorder | Interpreting auditory information | Language development, reading | Difficulty anticipating how a speaker will end a sentence | Visual Processing Disorder | Interpreting visual information | Reading, writing, and math | Difficulty distinguishing letters like "h" and "n" | Attention-Deficit/ Hyperactivity Disorder (AD/HD) | Concentration and focus | Over-activity, distractibility, and impulsivity | Can't sit still, loses interest quickly, daydreams | LD Terminology As I have learned about exceptional students and special education these last five weeks, I have been able to take the utmost of what I learned in progress. I am now knowledgeable...
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...PRESENT LEVEL OF ACADEMIC AND FUNCTIONAL PERFORMANCE PLAAFP AND GOAL TEMPLATE 9/20/2012 The following material is taken from the presentation: The ABC's of IEP's - September 2012. It has been retyped in a template format to assist teachers in the completion of their PLAAFP'S AND Goals. The print in BLACK FONT contains the required headings of the PLAAFP. The print in color font represents instructions and samples. Select and adapt what is appropriate for your student then delete any color font and the result should be a one page PLAAFP. Hope this helps! Pat King Cut and paste the finished product below into the PLAAFP text box in Success Ed - the Manager. DISABILITY IMPACT STATEMENT Adapt one of the following. Potential handicapping conditions are noted in all caps. Do not include in the HANDICAPPING CONDITION (i.e. LEARNING DISABLED) in the statement: • Student’s (Student's name) eligibility condition in the area of basic reading affects her ability to read and understand words and passages in reading. LEARNING DISABILITY • Student’s eligibility condition in math calculations affects his ability to solve math computation assignments. LEARNING DISABILITY • Student’s eligibility condition in the area of reading comprehension impacts his ability to read and understand math word problems. ...
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...Ever Since a child I can remember the opportunities I had to write. It starts from the first time picking up that big fat number two pencil in preschool and kinder garden. To the short story, book report on that book you read back in fourth grade, up to now having to write essays in college, and letters for our corporate world we living in today. For me Writing has never been a piece of cake. I have always had problems writing. It seems when it comes to me; sometimes, when I write it feels like it’s going to come out right. “while it’s in my head”, but as soon as I write it down on paper I make many mistakes with punctuations, missed spelled words, swapping letters around, and other things of that nature. It irritates me terribly. Writing makes me feel uncomfortable. The feeling I have about writing may or may not be a bad thing. The reason I can’t stand writing at all is due to the fact I am dyslexic, words are always scrambling in my head, and I mix up letters a lot, sometimes I even see things backwards and things that are not really there. For instance I can see girl correctly but when I write it down it may come out as gril. “Backwards” I also have some major insecurity’s about my hand writing. It’s just flat out terrible. Some people can’t even read it. This can be so embarrassing. When it all comes down to it; at the end of the day, writing now days, is a necessity to my life like a hand bag, jewelry, or transportation. I have to have to write letters, send...
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...AED/202 Reading and Writing Development Sandy Mackey June 28, 2013 Kristen Weiss Reading and Writing Development As a future educator I believe that reading and writing is the utmost import thing in a child’s education. Without these two skills a child will not be able to succeed in school. For my essay, I chose two age groups that I want to teach; middle childhood, ages six through ten, and early adolescence, ages ten through 14. The reason I chose these two developmental ages is because I believe that children enjoy learning; they are like sponges, always trying to absorb as much as possible. The reading development in middle childhood children and early adolescent childhood children seem somewhat different. Middle childhood children start by identifying letters and matching letters with individual sounds, knowing what a word is, and interpreting spaces and punctuation are the earliest building blocks for reading skills (www.education.com). Early adolescent childhood children, usually do not have an issue with reading; they can identify vocabulary words in a book and sound out the words. Children of this stage usually enjoy reading. Writing skills for both middle and early adolescent children develop in the same way as their reading skills. Middle childhood children are more focused on what they are writing, their spelling, spacing, punctuation, and coherence has improved (www.education.com). As for the early adolescent children...
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...Reading as a Communication Process Reading can be consider as communication process, because the token or the symbols( litters or numbers) is not written, for as we will have to read, but it was wrote to deliver or to share our opinions or our emotions to whom who will read. Because of this, the writer or the discourse has a direct communication to reader through text he/she has been written. As we comprehend what has been written, we can emphasize what authors aim. So, we will have our reaction. Therefore, the reader and the writer has a communication to each other. That's why it called as a communication process. Language - is a code system used by humans to communicate. In language, there are certain characteristics that can evoke effective and positive reactions on man. ACTIVITY 1 Characteristics of a Language that are conducive to man's reading recognition and appreciation. 1. Clarity - The reader can more easily and immediately understand language when the code symbols are concrete rather than abstractions and generalizations. Example : * Many students attended the student council meeting. * Ninety-five college students attended Tuesday's student council meeting. 2. Simplicity - Complex wording written for the sake of verbal erudition is less easily understood, compared with what is expressed directly and to the point. Example : Compare these sentences. Shall we partake of our repast? | Shall we eat? | Mother's culinary dishes are...
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...Extensive Reading: Why? and How? Timothy Bell timothy [at] hsc.kuniv.edu.kw Kuwait University ------------------------------------------------- Abstract An extensive reading program was established for elementary level language learners at the British Council Language Center in Sanaa, Yemen. Research evidence for the use of such programs in EFL/ESL contexts is presented, emphasizing the benefits of this type of input for students' English language learning and skills development. Practical advice is then offered to teachers worldwide on ways to encourage learners to engage in a focused and motivating reading program with the potential to lead students along a path to independence and resourcefulness in their reading and language learning. ------------------------------------------------- Introduction: The Reading Program An extensive reading program was established at the British Council Language Center in Sanaa, Yemen. An elementary level class of government employees (age range 17-42) was exposed to a regime of graded readers, which was integrated into normal classroom teaching. Students followed a class reader, had access to a class library of graded readers, and had classes in the British Council library, which gave them access to a collection of 2000 titles. Questionnaires were used to examine students' reading interests, habits and attitudes, both prior to, and following the program. The class library contained 141 titles in the published readers of some major publishers...
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...(a) Keywords used: dyslexia children and teaching and parent (b) No. of returns from PsycINFO: 20 (c) Full reference to the article: McPhillips, T., & Shevlin, M. (2009). Evaluating the teaching and learning experience for the child with dyslexia in special and mainstream settings in Ireland. Support for Learning, 24(2), 63-72. (d) Summary of the study Objectives: Examined and evaluated special provision for pupils with dyslexia in three settings (reading schools, reading units and mainstream support) in Ireland. Methods: There are three groups of participants, including students with dyslexia in three settings in Ireland, 72 teachers supporting those students and 63 parents of those students. The study incorporated a survey approach (including questionnaires, focus group discussions, interviews and classroom observations) and a case-study approach (two cases for each model of those children from six schools were selected). Results and conclusion: Similar practices teachers are used for dyslexic children in different settings. Placement in a reading school or unit does not guarantee a child will catch up with peers. Effective literacy intervention approaches and underlying rationale should be established and understood for dyslexic children in order to match the child’s stage of development and individual strengths, and provide careful and intensive support to offer an opportunity to experience an appropriate adaptation of learning. (e) Application of the findings Adam’s...
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...Identify two reading goals, one short-term and one long-term. • Long-term reading goal: • Short-term reading goal: Write a 100- to 150-word response to each of the following questions: • How do you currently approach the weekly readings in the course? I approach my weekly reading with determination. I plan certain times to dedicate myself to what I need to read. I start out by settling down my children and make things quiet. I get out a notebook and writing utensils so I can take notes. Then I open up my material and start skimming what I will be reading. This allows me to get a little bit of an idea what I am about to read. Once that is done I begin the reading process. I read one paragraph at a time and then write down any key points and factor of what I have read. • How might you incorporate three of the suggestions covered this week into your study time? To incorporate three of the suggestions covered this week into your study time you have to prioritize. Make a list of all you do during the week, adding in these three things. I choose what I absolutely must do, and what I can do less of, like maybe watching TV, going to the mall, hanging out with friends. I make a master list and mark it A, B, C. A will be the most in important and urgent to me. B will be important to get done but not urgent. C will be something that is nice to do sometimes but not that important. • How might this plan help you accomplish your reading...
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...Twenty-first century teachers and librarians work with students and/or patrons with disabilities on a daily basis. One example of an assistive technology device that can be used for students with disabilities is audio books or digital books. Audio books are excellent resources for anyone who cannot read due to a learning disability, dyslexia, or visual impairment (Ruffin, 2012). Students and library patrons, no matter their age, can follow along in the text while listening to the book on tape, CD, or any other digital AT device. Although tapes and CD’s are somewhat dated, MP3 files and other online audio material are not, and these are readily accessible for students. The great thing about audio books is that one no longer has to rely on a cassette player or CD player in order to gain access. It is easy to access them using an iPad, iPod, laptop, Nook, Kindle, or even a smart phone. The cost of audio books is not cheap; however, some can be downloaded for free. There are some digital audio books that cost less than the physical text and can be installed on any device that plays digital audio. This allows those with visual impairments or those with dyslexia or other reading disabilities an ability to comprehend not through sight, but through hearing. Audio books help with intellectual barriers by helping students have the same benefits as their peers. Students with reading and sight disabilities are able to have the same...
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...Learning Disabilities Learning Disabilities I choose an article about second and third grade students with a learning disability, specifically fluent oral reading. This study was large statewide study with 10,339 learning disability students. The study showed that most of the children with the learning disability were not up to grade level reading. Historically, most students with a learning disability struggle with reading. Students who struggle with reading will most likely struggle in all other classes because almost all classes have to do with reading. In the article it tells how most students with a reading disability struggle with not only reading fluently but, reading fluently out loud to a teacher or peers. This is a problem because with out being able to read fluently out loud it could become very hard to comprehend what the text is saying. To fix this problem the schools are trying to detect the reading problem as soon as possible, then get the student in a reading program and only focus on reading out loud. For the program they would need to set a standard but some people don’t think that there should be a stander set for disability children. I think that a early learning reading program would be a great idea over all just because of how important reading is for all of school and the rest of a persons life. I also think the their should be some sort of standard set but the standard should be set for each personal...
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...Learning Disabilities A learning disability is a neurological disorder. A learning disability results from a difference in the way a person's brain is "wired." Children with learning disabilities are as smart or smarter than their peers, but they may have difficulty reading, writing, spelling, reasoning, recalling and/or organising information if left to figure things out by themselves or if taught in conventional ways. Two important facets of learning disabilities are: There is a discrepancy between achievement and intelligence of a learning disabled person. Learning disabilities do not include learning problems that are primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage. A learning disability can't be cured or fixed; it is a lifelong issue. With the right support and intervention, however, children with learning disabilities can succeed in school and go on to successful, often distinguished careers later in life. Characteristics for identification of a child with LD: At the PreSchool Stage: Speaks later than most children Trouble learning numbers, alphabet, days of the week, colors, shapes Extremely restless and easily distracted Trouble interacting with peers Difficulty following directions or routines Fine motor skills slow to develop At the Primary and Middle School Stage: Slow to learn the connection...
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...slide 2 1. If you can't read then how will you know how to write. in order to write you have to know how to read so you can spell the words and comphrend what your writing. 2. Children get more information each time they listen to the story. 3. slide 3 Group Stories: When the whole story is created, the teacher rereads it from beginning to end, carefully pointing to each word and emphasizing the left-to-right and return-sweep progression. Then the class reads the story as a group (a practice called choral reading). Often a child points to the words with a pointer as the class reads. Idividual Experience stories: In an individual experience story, each student meets individually with the teacher and dictates her or his own story. As the child dictates, the teacher writes the story. A variety of media can be used to record individual experience stories, each with its own advantages. Interactive Writing: An extension of the group experience story approach is known as interactive writing. There are six recommended steps of interactive writing: (1), Negotiate a sentence. (2), Count the number. (3), Recall each word to be written and stretch. (4), Using a felt-tip pen. (5), Point and read. (6), Recall the sentence. slide 4 Functional Literacy Activities: A child’s home reading experiences are usually functional in nature. It is important that teachers provide opportunities for children to continue to learn about functional qualities of reading and...
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...2..) Children start to learn language from the day they are born. As they grow and develop, their language and speech skills become increasingly more complex. Children learn to understand and use language to express their ideas thoughts and feelings to communicate with others. Children move through three stages as they learn to both read and write; emergent, beginning and fluent. The stage known as emergent literacy begins at birth and continues through the preschool years. Children see and interact with print in everyday situations well before they start elementary school. I worked with my own children when they were young. I can remember driving in the car pointing out stop signs, traffic lights, stores, restaurants, billboards, police cars, schools etc. The list goes on and on. We would read from the car all the time. That is how they began to connect words to items and ideas. The stage know as beginning literacy children learn phoneme-grapheme correspondences as they begin to decode and spell words. I work with my kindergartener everyday helping her practice her sight words and singing her songs to spell her colors. The stage known as fluent literacy children have learned how to read and write and now can concentrate more on comprehension in reading and composing paragraphs in writing. 3.) Some strategies teachers use in teaching reading and writing are shared reading, the language experience approach and interactive writing. Shared reading is an interactive reading...
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