...The National Reading Panel, convened on behalf of Congress in 1997 to assess the effectiveness of various approaches to teaching children to read, suggests in a 58-page teacher's guide intitled "Put Reading First: The Research Building Blocks for Teaching Children to Read" that students' reading comprehension can be greatly improved by intructing them to use specific strategies that will actively increase their ability to understand and retain what they read. The true reason for reading any text is comprehension. Just as vocabulary can be taught, the ability to thouroughly understand what one reads can be taught. While there are several strategies that may be used to improve a students reading comprehension, there are six which have the most solid scientific support. These six strategies are monitoring comprehension, using graphic or sementic organizers, presenting students with questions which they must answer, instructing students to come up with their own questions, teaching students to recognize story structure, and developing effective ways to summarize long bodies of text. Students can and should be taught to monitor their own comprehension of text. Students who are effective at monitoring their understanding of what they read are able to identify what they do and do not understand and are much more able to use appropriate strategies to resolve problems in comprehension. Specific strategies which students may use when applying comprehension monitoring include stating...
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...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 that every subject that you have to take is going to be so interesting that studying it is not work but pleasure. We can only wish. Everyone is different, and for some students, studying and being motivated to learn comes naturally. If you are reading this page, it's likely that you are not one of them...
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...Associate Level Material Appendix H Gen/105 SQ3R Worksheet Selected reading: Social Groups PG. 217 Chapter 7 |Survey |Describe the value of surveying the reading. | | | | | |The value I learned from surveying the reading is that It made Me look ahead at the chapter. And skim through | | |before I actually reading it this way I could prepare what I was going to ask myself | | | | | | | | | | | | | | | | |Question |What questions did you ask as you were reading? | | | ...
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...Running Head: Why the “summer Slide” Phenomenon Why the “Summer Slide” Phenomenon Wesley Parker DTCC December 12, 2009 “Each fall, teachers regularly spend up to six weeks going over the same lessons their students had been taught the precious school year because of a phenomenon known as the “summer slide.” How kids spend their time outside of school is critically important to their success. It is a societal issue and something that is important to address, community-to-community and parent-to-parent,” said Ron Fairchlid, (2006). Executive Director of the Center for Learning at John Hopkins University). Summer Slide is a name given to the face that student who does not keep up with their level of academic skills over the summer loses them. This situation is usually found in low-income areas. This loss of memory is usually done to the lack of mental stimulation. Since this is a known problem, there are various ways to limit of even preventing this from happening to the students. Summer slide occurs for more than one reason, but the main one is lack of access to books, magazines, or newspapers in the home. In some cases there are no libraries or clubs in the immediate community. Then, there is the lack of education the parents have, most have no higher education themselves and therefore, are unable to persuade the children they need education, so there is a lack of motivation. There is a way of preventing this and for the middle or higher classes it is...
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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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...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 case obviously...
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...FAT City Paper 1. A type of teaching strategy that is effective with learning disabled students is direct instruction. Students with a learning disability may have problems with reading comprehension, oral expression, or visual perception. Direct instruction helps LD students with these aspects they struggle with. Students may not understand the question being asked in a word problem no matter how many times they read it because being able to read it does not mean they understand the material being read. If the learning disabled student is lead step by step, they won’t get lost and will be able to better comprehend the learning material. 2. Fairness in the video was defined in the video to be giving people what he or she needs and not to treat everyone the same. If LD students were taught the same way as student, who learns at a normal pace, they would not be able to keep up with the rate of the lesson. A strategy that was mentioned was the use of a one on one conference. With the use of one on one conference, the teacher can address problems observed in the class and work out compromises with the student. Teachers can also give students worksheets that are easier to understand and more straight to the point to the learning goals if he or she is struggling to keep up. 3. LD students will receive more assistance to help them get to the same learning goals as the rest of the class even if it is a slower process. Differentiated lesson plans will provide different rates of...
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...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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..." 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 between letters and sounds Makes consistent reading and spelling errors including letter reversals (b/d), inversions (m/w), transpositions (felt/left), and substitutions...
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...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 writing. Environmental print: includes the real-life print children see in the home or community, including print on food containers and other kinds of product boxes, store signs, road signs, and advertisements. Shared reading and read-alouds: Teachers usually read picture books to their classes by holding the books so that the children can see the illustrations and by...
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...How Language Abilities and Deficiencies Impact Literacy Development Ashanti Gordon Grand Canyon University: ECH 515 December 12, 2012 How Language Abilities and Deficiencies Impact Literacy Development Multnomah County had a survey done for kindergarten teachers. The results suggested that 19.4% of their students were not headed toward literacy success, due to a lack of necessary language and pre-reading skills. There is a 90% probability of a child that is a poor reader in first grade, still being a poor reader three years later, in fourth grade (http://www.co.marion.or.us). As Early Childhood Educators, we must help our students. Creating literacy rich environments for our students will assist them in the literacy process. Early language abilities make a positive impact on literacy development. Language and literacy both have many definitions. This paper will refer to the following interpretations. Language is a method used to communicate. This may be in written or verbal words that are routinely arranged. Literacy is simply the ability to read and write (http://www.merriam-webster.com/dictionary). This paper will discuss language as it relate to the development of literacy. Language in Literacy During the first few years of life, language and literacy development begins. It is linked to our first encounter with books and stories. It is linked to the “baby talk” from our caregivers and the noises that a babies makes in return. Language is learned...
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...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 experience that occurs when students join in or share the reading of a big book or other text while guided by a teacher. Cross-aged reading buddies is another way teachers use shared reading. This is when older students are paired up with younger students to read to each other .I think this is a very effective strategy to help younger children become more confident in reading aloud. These...
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...While current technological changes and related changes in social practices beyond the school are now forcing us to challenge some of our conventional assumptions about literacy, another challenge to long-held beliefs about literacy has been developing within literacy theory since the 1960s and 70s. This is what has become known as a 'sociocultural approach' to literacy. ' Traditionally, literacy has been thought of 'as a largely psychological ability - something true about our heads' (Gee, Hull & Lankshear 1996: 1). That is, to become literate is to have something done to our brains, so that we achieve a special kind of cognitive 'faculty' or inner capacity. This view reflects the domination of psychology in educational theory and research throughout this century. Being literate has been seen as a matter of cracking the alphabetic code, word-formation skills, phonics, grammar, and comprehension skills. According to this view, encoding and decoding skills serve as building blocks for doing other things and for accessing meanings. For instance, once people are literate, they can get on with learning through the medium of texts - by studying subjects in a curriculum, or by other print-mediated means. When people are literate, they can use 'it' (the skill repertoire, the ability) as a 'tool' to pursue all sorts of 'goods' (employment, knowledge, recreational pleasure, personal development, economic growth, innovation). But to 'get literate' in the first place is seen from...
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