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Themes of inclusive education
Positive aspects of inclusive education
Positive aspects of inclusive education
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Table of Contents 3. Article Reviews 5. My area of Focus/ The Issue 6. Purpose/ the Big Question/ Phonics Approach 7. Linguistic, Multisensory, & Neurological Impress Approaches 8. Language Experience Approach/Reading Comprehension Support/Setting & Sample Population 9. Data Collection Procedures 10. Discussion of Action & Conclusion 11. References Article Reviews In the article Reading Intervention Models: Reading Intervention Models: Challenges of Classroom Support and Separated Instruction by Melissa M. Woodward and Carolyn Talbert-Johnson discussed whether or not pull-out was necessary. Research was conducted by distributing a survey to teachers and reading specialist. They agreed that collaboration was necessary between reading specialist and teachers and that there was a considerable amount of positives in having a pull-out reading program some of which have been listed below. • Small group setting was beneficial because it provided less distractions • Individual attention provided a focus on the student • Quietness of the environment allowed the student to really focus on skills In the article: Effects of Small-Group Reading Instruction and Curriculum Differences for Students Most at Risk in Kindergarten by Debra Kamps, Mary Abbott, Charles Greenwood Howard Wills, Mary Veerkamp, and ,Jorun Kaufman they argue that the implementation of small group reading intervention done on the three-tier model of prevention and intervention were beneficial to students. The study was conducted using 83 at risk (reading failure) students during the winter of kindergarten. It was an evidence-based curriculum done in groups of one to six. They concluded that students in the small interven... ... middle of paper ... ...derstanding The Problem. Clearing House, 81(3), 101-119. Medina, R. (2007, February). Inclusion vs. Pullout Programs-Which Method is More Effective? Reading Methods and Learning Disabilities. (1998, April). Learning Disabilities Association Newsbrief, 38(4). Retrieved December 18, 2013 Rhett, T. Y. (2011, April). The Effectiveness of a Reading Intervention Pull-out Program. Undini. Slavin, R. E., Lake, C., Davis, S., & Maden, N. A. (2012). Effective Programs for Struggling Readers: A Best-Evidence Synthesis. Best Evidence Encyclopedia. Stanberry, K., & Swanson, L. (2009). Effective Reading Interventions for Kids With Learning Disabilities. In LD online. Retrieved January 13, 2014 Woodward, M., & Johnson, C. T. (2009, November). Reading Intervention Models: Challenges of Classroom Support and Separated Instruction. The Reading Teacher, 63(3).
This is a reading intervention classroom of six 3rd grade students ages 9-10. This intervention group focuses on phonics, fluency, and comprehension. The students were placed in this group based on the results of the DIBELS Oral Reading Fluency assessment. Students in this class lack basic decoding skills.
In this time, it has become highly regarded by many teachers and administrators. The program uses a site word approach to teach emergent reading skills. The program uses a carefully sequenced, highly repetitive word recognition method combined with errorless learning. This approach eliminates incorrect responses and helps students view themselves as readers. The Edmark Reading Program ensures success to students of all ages who have not yet mastered beginning reading. This program is recommended for students with developmental disabilities or Autism, students with learning disabilities, Title 1 students, ESL students, preschool and kindergarten students who lack vocabulary development and non-readers who struggle with phonics. The programs
The Early Literacy Skills Builder is for elementary-aged students with moderate and severe cognitive disabilities who have not acquired print and phonemic awareness. In the Early Literacy Skills Builder (ELSB) all responses have been developed for either verbal responding or nonverbal responding. Nonverbal students may use assistive technology, pointing, or eye gazing to make target responses. Guidelines are offered for promoting active student participation in reading (e.g., saying a repeated story line) and understanding the story. Students who complete the ELSB are ready for instruction in a beginning reading
Rasinski (1999) states that one of the most effective ways to assess a learner’s reading abili...
With such high numbers of adolescents falling below basic in reading, illiteracy is a battle that must be fought head on. The largest dilemma with the struggle is the number of variations that cause adolescents to become reluctant, unmotivated or struggling readers. Fortunately, a large number of strategies exist to encourage and strengthen readers of all ages, proving that adolescence is not a time to give up on faltering students. Rather, it is a time to evaluate and intervene in an effort to turn a reluctant reader into an avid one (or near enough). Ultimately, educators must learn to properly assess a student’s strengths and weaknesses (Curtis, 2009) and pair them with the proper intervention techniques. If one method does not work, countless others exist to take its place.
Santa Barbara, CA: Learning Works, 1996. Print. The. Girod, Christina M. Learning Disabilities. San Diego, CA: Lucent, 2001. Print.
According to McArthur, Konold, Glutting and Alamprese (2010), many adults in the United States have difficulties with basic literacy. A solution to this situation has been the founding of adult basic education (ABE) programs by the U.S Department of Education which helps and serves more than 2 million adults annually (U.S Department of Education, Division of Adult Education and Literacy, 2002, 2006). Mellard and Patterson (2008) found that ABE students differ in skill from zero or minimal reading skills to reading simple stories, books and descriptions on familiar subjects so new vocabulary can be determined by context. According to Mellard and Pattersen (2008) ABE literacy program is divided in to four levels which range from “beginners” to “high intermediate”. Scaffolding theory provides a promising method of providing support to students with learning challenges, e.g. dyslexia and short term memory deficit. As stated by Larkin (2001) the main purpose of scaffolding is to support students and slowly reduce help until they are able to apply the new skills and strategies independently. Students receive support to complete particular task and eventually demonstrate task mastery.
As the human race continues to become progressively more intelligent, countries are becoming more and more competitive in a “race to the top.” Our society, and others alike, have placed increasing demands on citizens in an effort to ensure they go on to be productive, intelligent contributors. While this is a natural progression of the human race, those who were previously struggling to succeed are now fighting to close an even larger gap. When it comes to education, this is a clear and present concern for many educators and students. Teachers are being held accountable for raising the bar and ensuring that each student performs successfully, in accordance with the national (Common Core) standards. A big concern regarding these increasing demands of an every changing society, are students who are already struggling to succeed, such as those with learning disabilities. One of the primary targets of the Common Core is reading, as reading ability is considered to strongly predict whether or not a student goes on to be successful in the education system and in society. In order to service these children, educators have experimented with many research-based interventions in an effort to get struggling students up to grade level and prevent them from being taken out of the general education classroom. The following articles discuss various aspects of a popular research-based intervention, Fountas and Pinnell, and how this interventions benefit students with learning disabilities, specifically in the area of reading comprehension.
Four phases of reading development have been established (Ehri 1994, 1995, 1998, 1999) : pre-alphabetic, partial alphabetic, full alphabetic and consolidated alphabetic. These phases has led to the core understanding of children's reading development, apart from the pre-alphabetic phase phonological awareness skills are seen throughout the phases.
As noted earlier, students identified with E/BD typically show significant deficits in the area of reading. This is particularly true for secondary-age students with this condition. In a...
Snow, C., Burns, N., & Grilfin, P. (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
It is a “reading world” we live in and students should be guaranteed every opportunity to succeed in this information driven society. Children today are overwhelmed with more reading material than ever before on billboard, television, the Internet and at school, causing reading to become a relevant and essential need in the life of every child (Lumpkin 1972). Being able to read has become the core of our information driven society. Yet, reading difficulties continue to plague the foundation of our education system creating a problem that only seems to be escalating. Hasselbring affirms that reading difficulties are a serious concern to our nation’s students claiming that, “as many as 20 percent of 17 year olds... [are] functionally illiterate and 44 percent of all high school students…[are] described as semi-illiterate”(2004). This is a harsh reality to face – a reality that stems from difficulties developed at the elementary level where reading complications arise and usually go unchecked. These reading difficulties are carri...
readers: A perspective for research and intervention ―[Electronic version]. Scientific Studies of Reading, 11(4), 289-312.
Reading is an essential skill that needs to be addressed when dealing with students with disabilities. Reading is a skill that will be used for a student’s entire life. Therefore, it needs to be an important skill that is learned and used proficiently in order for a student to succeed in the real world. There are many techniques that educators can use to help improve a student’s reading comprehension. One of these skills that needs to be directly and explicitly taught is learning how to read fluently for comprehension. “To comprehend texts, the reader must be a fluent decoder and not a laborious, word-by-word reader” (Kameenui, 252). Comprehension can be difficult for students with learning disabilities because they tend to be the students that are reading below grade level. One strategy is to incorporate the student’s background knowledge into a lesson. This may require a bit of work, but it will help the students relate with the information being pres...
The ability to read is vital to a child's success in school and throughout life. However, reading achievement in the U. S. is low. In fact, according to the most recent national assessment of educational progress, 44% of U.S. students read below the "basic" level, meaning they exhibit little or no mastery of the knowledge and skills necessary to perform work at grade level (Collins, 79). These statistics have driven school districts, parents, and students scrambling to find something to turn the tide of reading failure. They are searching for a solution that will have a lasting impact on a child's reading ability. Many have adopted the Reading Recovery Program as a viable solution to the problem. The issue to be addressed now is; Does this program provide an effective solution to the reading problem that is plaguing students of the US?