...Week #4 Discussion Posts-Shandy Oldenburger I used my student that participates in Early Literacy Alternative Assessment to complete the activities and think about while reading the assigned readings. My student on the Early Literacy Alternative Assessment is a kindergartener. After the readings, I learned that my student would be considered emergent in the area of literacy. The student is at the very beginning stage of literacy, pays little attention during book readings, and has no comprehension of graphics. It is important for familiar texts to read repeatedly and give exposure to various materials dealing with literacy. I started incorporating the use of Tar Heel Reader and electronic books. I love Epic electronic books, which...
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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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...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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...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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...(Post graduate) Language Testing Testing Reading Comprehension Prepared by : Ahlam Alghrarri Supervised by : Dr. S. Balhoug Spring 2012 1.1 Introduction Reading is one of the major skills involved in language learning, usually conceived of a solitary activity in which the reader interacts with the text in isolation, and is a most important activity in any language class, not only as source of information and pleasurable activity, but also as a means of consolidating and extending one`s knowledge of the language; such reading presented to the student is designed primarily to strengthen one`s control of the oral /aural skills. Readings are generally based on the grammatical structures and lexical items, and content of the material is regarded as acquiring culture by comprehending the content of the text. Reading comprehension is the process of deriving meaning from a connected text. It involves word knowledge (vocabulary) as well as thinking and reasoning. Therefore, comprehension is not a passive process, but an active one. The reader actively engages with the text to construct meaning. This active engagement includes making use of prior knowledge. It involves drawing inferences from the words and expressions that a writer uses to communicate information, ideas and viewpoints, which can be done by testing the reader his comprehension that is what this paper will discuss. 1.2 What is reading? It is one of main skills of language system...
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...The course Reading and Writing across the curriculum was expectedly an eye opener for me. As per usual with courses taught by Dr. Saul and Mrs. Rock, I expected to be involved in activities which showed the importance of reading and writing across all subject matter in the curriculum. My first thoughts of reading and writing were that it was linked exclusively to Language Arts but this course has shown the importance of reading and writing throughout the curriculum. The first topic that intrigued me was Chall’s Stages of Reading Development. These six (6) stages show step by step the process of reading development a child undertakes straight up to adulthood. By having an understanding of these stages and the characteristics that children portray in each, a teacher can effectively cater to the needs of the children. For example, in the first stage, the Pre-Reading Stage, aged six (6) months to (6) years, children garner information via being read to by an adult, who responds to and warmly appreciates the child’s interest in books and reading and via play with books, pencils, paper and blocks. This stage creates a foundation for reading and writing as children identify letters and understand words they hear even though they can read few if any at all. Teachers or adults can let children choose books of interest and read them to them consistently to aid in retention of knowledge. Knowledge of Chall’s Stages of Reading Development is also immensely useful when dealing with children...
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...retained their skills learned in decoding and word-recognition. Those who received PA intervention were reading at or above the expected level for their age at the follow-up assessment. It is important to remember not every child who receives PA may improve reading...
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...[pic] JPPSS ELA COURSE GUIDE 2011-2012 ENGLISH I The JPPSS Instructional Sequence Guides are aligned with the LA Comprehensive Curriculum. JPPSS Implementation of Activities in the Classroom Incorporation of activities into lesson plans is critical to the successful implementation of the Louisiana Comprehensive Curriculum. The Comprehensive Curriculum indicates one way to align instruction with Louisiana standards, benchmarks, and grade-level expectations. The curriculum is aligned with state content standards, as defined by grade-level expectations (GLEs), and organized into coherent, time-bound units with sample activities and classroom assessments to guide teaching and learning. The units in the curriculum have been arranged so that the content to be assessed will be taught before the state testing dates. While teachers may substitute equivalent activities and assessments based on the instructional needs, learning styles, and interests of their students, the Comprehensive Curriculum should be a primary resource when planning instruction. Grade level expectations—not the textbook—should determine the content to be taught. Textbooks and other instructional materials should be used as resource in teaching the grade level expectations...
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...ARTICLES Motivating and engaging students in reading Jenna Cambria John T. Guthrie LJjdvcrsLiv û", J ou can certainly ignore motivation if you choose. But if you do, you maybe neglecting the most important part of reading. There are two sides to reading. On one side are the skills which include phonemic awareness, phonics, word recognition, vocabulary, and simple comprehension. On the other side is the will to read. A good reader has both skill and will. In the "will" part, we are talking about motivation to read. This describes children's enjoyments, their wants, and their behaviors surrounding reading. A student with skill may be capable, but without will, she cannot become a reader. It is her will power that determines whether she reads widely and frequently and grows into a student who enjoys and benefits from literacy. So we think you should care about motivation because it is the other half of reading. Sadly, it is the neglected half. Y What is motivation? Many teachers think of a motivated reader as a student who is having fun while reading. This may be true, but there are many forms of motivation that might not be related to fun and excitement. What we mean by motivation are the values, beliefs, and behaviors surrounding reading for an individual. Some productive values and beliefs may lead to excitement, yet other values may lead to determined hard work. We talk about three powerful motivations that drive students' reading. They operate in school and out of school, and...
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...Bebe is a bright and creative student. She excels working when working on team building challenges and inquiry-based projects. During these times, she works with others and her creativity helps guide the team. While Bebe has become an essential collaborative member of the school community, she needs use her independent work time efficiently. This is essential to support overall academic growth. I know Bebe is working hard to focus on this goal for the remainder of the year. In reading, Bebe is eager to get her hands on new and exciting books. Clearly she enjoys reading a variety of nonfiction books and humorous books. She is currently driven to improve her reading level. There are several reading habits we can continue to strengthen to ensure progress. An important reading behavior to solidify is stamina. After monitoring her during workshop, I have noticed her stamina stretches to about 15 minutes before her eyes leave the text. Considering how books increase in complexity and require a reader to hold to more information, Bebe needs to work on stretching her stamina to longer periods of time. Additionally, I’ve...
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...not knowing what I was missing out on in a conventional brick and mortar school and it was educationally challenging (a good thing). Additionally, frustrated by the stereotypical “you must be religious,” “you are in idiot” that I would persistently receive, it motivated me to try to disprove these stereotypical notions, not give up, and to excel even when I was told I could not because I was not in the public sector of education. During this time, my brother who is two and a half years older than I am was also homeschooled. While he was homeschooled because of bullying in middle school, I wanted to be homeschooled because middle school would not have given me the same educational challenges. My brother has always exceled in the realms of reading and science, which of course means that I have always struggled in both,...
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...it was not linked to the word. When a behaviour or skill seems to no longer require direct interaction, cognitive psychologists say it is automatized. Many behaviours can become automatized: typing, reading, writing to name just a few. To explore properties of automatized behaviours cognitive psychologists often put observers in a situation where an automatized response is in conflict with the desired behaviour. This allows researchers to test the behind-the-scenes properties of automatized behaviours by noting their influence on more easily measured behaviours. This demonstration explores a well-known example of this type of influence, the Stroop effect. Stroop (1935) noted that observers were slower to properly identify the colour of ink when the ink was used to produce colour names different from the ink. That is, observers were slower to identify red ink when it spelled the word blue. This is an interesting finding because observers are told to not pay any attention to the word names and simply report the colour of the ink. However, this seems to be a nearly impossible task, as the name of the word seems to interfere with the observer's ability to report the colour of the ink. A common explanation for the Stroop effect is that observers have automatized the process of reading. Thus, the colour names of the words are always processed very quickly, regardless of the colour of the ink. On the other hand, identifying colours is...
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...and have consistently performed below par in assessments in reading. Student A is a 9 year old male Hispanic who reads at the first grade level. Student B is a 9 year old African American male who presently reads at the second grade level. Student C is a 9 year Hispanic female who reads at the second grade level. Student D is a biracial (Hispanic and African American) who reads at the second grade level. All of these students receive free lunch and have satisfactory attendance. They do not have an IEP and none of them are English Language learners even though the Hispanic students are bilingual. These four students were chosen because it was noticed that even though they were just reading at one level below their reading level, they exhibit a great lack in comprehension skills. Their reading could also be described as non-fluent. Their reading is slow, choppy, and uninspired. There are also a lot of miscues, insertions, omissions and repetitions of known sight words. After readings like this they fail to answer or answer satisfactorily comprehension questions based on the readings. Samuels (1974), believes this happens because too much of their cognitive resources are used up in trying to read the words that there is little brain capacity left to comprehend the text. The trend continues and manifests itself in their poor performance on language arts tests and reading benchmarks. There was concern because the reading employed by the district focuses on teaching comprehension...
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...Whole Language Approach The Whole Language Approach to Language Arts: This is a strategy which involves children learning through activities which will focus on the students. These activities consist of children being questioned about the text they are working on, problem-solving techniques, and it also involves writing activities. Other skill building activities which are also used are drawing, reading, and responding orally about the information which they are working on. (Whole). The question that some educators are asking is should it be used solely without the benefit of other approaches being implemented into their language program. The whole language approach involves children actively being involved in the learning process instead of just being passive listeners. And through the activities listed above they are being actively involved in the learning process. Educators who use this strategy toward learning language are supposed to allow students to engage in these activities at their own speed and in their own ways, not everyone being taught one specific way (Whole). There are some educators, policymakers, and parents who are not satisfied with only whole language instruction being used to teach Language. They believe that spelling, vocabulary, and grammar is not adequately addressed using the whole language approach. This is due to the instructors not teaching, spelling, grammar, and vocabulary as isolated events. There approach is dependent on context. An example...
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...Introduction A lawsuit in the early ninety brought attention to a student that had a disability. The student suffers from a learning disability called, Dyslexia. This special learning disability, a child would have trouble reading correctly, understanding intellectual capacity, spelling as well as writing difficulties. A German doctor, called, Oswald Berkhan identified the conditions in the year 1881. The name, ‘Dyslexia’ was officially given by Rudolf Berlin. It is also well known that that word comes from a Greek philosophy meaning, ‘hard or difficult.’ With this said, a mother named, Catherine Evans has a student with dyslexia and brought a lawsuit against a school district that in her perspective failed to properly aid her child to be...
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