Remedial Academic Instruction The Center offers high quality, remedial academic instruction for children with learning study skills course designed to teach study skills and organizational strategies to http://www.sidlc.org/remedialinstrct.htm
Extractions: Founded and Administered by the Scottish Rite Masons How you can help... Services: Multi-disciplinary Case Management Parent Education Remedial Instruction ... Teacher Education Reading and Written Language Instruction: The Center offers high quality, remedial academic instruction for children with learning disabilities in reading and writing after school and through the summer. The instruction is provided in small groups using a curriculum entitled LANGUAGE! The groups typically meet on Monday through Thursday for one hour, twice a week sessions after school. The summer session groups meet for an hour and a half twice a week. The year is divided up into 3 10-week sessions during the school year and one nine week session over the summer. PARENT CLASSES Classes for parents regarding the strategies for instructing their children in reading and writing are also offered. See the parent classes page. THE APPLICATION PROCESS The instruction offered is primarily for the child with a learning disability in reading and/or written language. In order for the Center to ensure that the child is receiving instruction that is tailored for him/her the Center administers a reading-screening test to each child. If the screening results indicate that the child would benefit from the Center's classes, the child is placed in a group that is matched to his/her age and ability. Families only need to call to schedule a screening time. The price of the screening is $25.
York Press - Books By Category and Encoding English Words; Dyslexia Theory and Practice of remedial instruction;English Isn't Crazy The Elements of Our Language and How to teach Them; Never http://www.yorkpress.com/books_cat.htm
Extractions: Katherine Maria, Ph.D. This book describes strategies that will benefit students with reading difficulties as well as those with no learning problems. It gives teachers useful information on how to organize instruction for remedial and normal readers. All children need to become independent readers, not only for obtaining necessary information but also for their own enjoyment. This book shifts the emphasis from simply testing for comprehension skills to teaching comprehension in the light of new theories about the learning process. Dr. Maria provides sample lessons that demonstrate how students can learn from each other as well as from the teacher. Reading Comprehension Instruction tells teachers what to look for in choosing texts for remedial and regular students: language and structure that is easy for beginning readers to understand clear organizational patterns text content that includes childrens' background knowledge language that matches the childrens' language ability.
Extractions: "Each lesson is carefully structured to include previously learned skills for constant reinforcement and provides many activities that are relevant to the skill being learned. A vocabulary list of sight words used in all the exercises is at the beginning of the book. Additionally, definitions of phonic terms are included to aid the teacher (parent, tutor, etc.) in presenting the letter sound associations. A check list at the end of each vowel section is there to help evaluate the student's progess and decide what more is needed to strengthen that particular skill." - Amazon.com
Who Will Teach Johnny To Read courses; they contract with community colleges to teach the courses on every universitycampus. California statutes deem remedial instruction an essential and http://www.sharpermindcenters.com/articles/who_will_teach_johnny_to_read.htm
Extractions: Teachers ... Home Training Kit Options Frequently Asked Questions (FAQs) ADD / ADHD, Dyslexia. It's a family issue. Improve grades and self-esteem. Evaluation and non-drug therapy that really works! WASHINGTON About 30% of first-time college students take remedial courses became they can't read, write or do math adequately. At community colleges, the percentage is often much higher-and it's rising. Is this a problem? Or is it a solution? A vocal band of politicians and college trustees see it only as a problem. Florida's legislature now requires students who flunk a remedial course to pay triple the normal tuition the second time. "Surely the taxpayers shouldn't pay for you to take" a remedial course again, says legislator Robert Shindler. Elsewhere, legislators talk of charging high schools the cost of teaching their graduates the basics. A few congressmen fret about giving financial aid to students who are learning to read in college.
Remedial Education Reform: Private Alternatives To Traditional Title I York Press is a publisher of books about learning disabilities including language development and disabilities, especially dyslexia, and about hearing impairment. It gives teachers useful information on how to organize instruction for remedial and normal readers. reading teachers, teachers who must teach reading to students on different levels, http://www.rppi.org/education/ps266.html
Extractions: Policy Issues... -Education -Environment -Social Policy -Transportation Publications... -Crime/Public Safety -Education -Electricity and Telecomm. -Environmental -Government Reform -Health and Social Services -PrivatizationFederal -PrivatizationState and Local -Privatization Periodicals -Space -Solid Waste -Surface Transportation -Water and Wastewater By Lisa Snell with Lindsay Anderson Executive Summary The federal government currently spends approximately $8.2 billion dollars per year on Title I remedial education programs. Title I is designed to meet the educational needs of economically disadvantaged children and improve student achievement. The program funds remedial reading and math instructional programs and is designed to help children who live in or near poverty. Title I also has huge funding discrepancies from one school district to another. Title I allocations to the states vary because of the complex formulas that govern the program. For example, Oklahoma receives $576 for each student below the poverty line, while Vermont receives about $1,326. Among large metropolitan areas, the variation in the distribution of Title I dollars is also significant. For example, Phoenix, Arizona, receives $570 per poor student, while Boston, Massachusetts, receives $1,045. In light of the failure of traditional Title I programs to raise student achievement, the U.S. Department of Education has shifted its focus away from individualized instruction to programs that reform an entire school. Schoolwide programs, especially externally developed "models," are being overemphasized with little research evidence backing their superiority. Schoolwide programs also make measuring individual achievement, which is required by the tougher accountability standards in the 1994 reauthorization and the pending reauthorization difficult. Whole-school assessment cannot isolate which specific programs (like Title-I interventions) are responsible for increases or decreases in student achievement.
Adjunct Faculty Information And Requirements DEVELOPMENTAL / remedial instruction. Faculty who teach Basic Computation and CommunicationSkills in nondegree occupational programs must have a Bachelor's http://www.alvin.cc.tx.us/PERSON/AdjunctFacultyInfo-Requirements.htm
Extractions: Faculty teaching courses at the Associate Degree level in each of the following areas - Humanities and Fine Arts, Social and Behavioral Sciences, Natural Science and Mathematics, and Business Administration (not including Bookkeeping, Keyboarding and other courses that are Technical in orientation and purpose) - must have completed at least 18 graduate semester hours in the teaching discipline and hold a master's degree, or hold the minimum of a master's degree with a major in the teaching discipline. TECHNICAL SPECIALITY INSTRUCTION Courses in Associate Applied Science Degree programs require both academic preparation and work experience. The typical combination is a Bachelor's degree with appropriate work experience. A Master's degree preparation is required for faculty teaching courses where college transfer is a goal, or where substantial numbers of students transfer to senior institutions. In all cases, teaching faculty members must have technical competence in the fields in which they teach. In certain exceptional cases, unique experience and demonstrated competence may substitute for advanced academic preparation. Such exceptions must be justified by the institution on an individual basis. It is the responsibility of the institution to document and keep on file work experience, certifications and other qualifications, if these are to substitute for, or supplement, formal academic preparation.
Constructivist Teaching VS Direct Instruction allows teachers to provide effective help through remedial instruction. Direct instruction is very efficient when be told what to teach and when to teach it. All of http://ematusov.soe.udel.edu/final.paper.pub/_pwfsfp/0000017b.htm
Extractions: Remote Name: There are many differences between Constructivist Teaching and Direct Instruction. Some educators tend to use one method over the other, while others combine the two. As a future teacher, it is important to know and understand both of these teaching methods. It is also crucial to find which method works best for particular subjects. My goal in this project is to find out what actual teachers feel about these two approaches and how they use them in their own classroom. Constructivism: Learner-Centered Instruction In Constructivist Teaching learners construct their own understanding rather than having it delivered or transmitted to them. Learners use their own experiences to construct understandings that make sense to them. New learning depends on prior understanding and is interpreted in the context of current understanding, not first as isolated information that is later related to existing knowledge. Learning is enhanced by social interaction. Social interaction in constructivist lessons encourage students to verbalize their thinking and refine their understandings by comparing them with those of others.
The Potential - Michigan Dyslexia Institute, Inc. dyslexia and trained more school teachers how to teach dyslexic students the principalprovider of oneon-one remedial reading instruction to dyslexic http://www.dyslexia.net/news/art11.htm
Extractions: The Michigan Dyslexia Institute, Inc. was established as a nonprofit educational organization in October, 1982 to serve the more than one-half million dyslexic children and adults of the state. In a very short span of time, MDI emerged as a unique resource and significant educational force in Michigan and in the country. Today:
Extractions: APPENDIX 19 ABSTRACT The Master Plan for Higher Education requires that California community colleges provide access to all of the State s high school graduates and anyone over the age of eighteen who can benefit from instruction. An ever-increasing number of students are arriving at our doors inadequately prepared for college-level work. The colleges have responded with a variety of approaches to meet the need for basic skills instruction. Basic Skills courses usually refer to what Title 5 specifies as precollegiate basic skills courses. These are courses designed to address the reading, writing, and computational skill deficiencies of students not meeting the skills requisites for the Associate Degree, transfer, and/or other college-level courses. Terms such as
Extractions: It is likely that librarians have always to a limited degree been involved in classroom teaching. For example, it is hard to imagine that the librarians at the Great Library of Alexandria did not assemble from time to time small groups of students and visiting scholars and instruct them on the proper handling and use of the valuable scrolls that resided there. Throughout most of history librarians have been members of other professions (the clergy and scholars of various disciplines) who took on the additional duty of maintaining the library collection of their institutions. It is highly likely that these individuals introduced library concepts into their regular lectures pertaining to their area of expertise. Unfortunately, no written record appears to exist detailing how library instruction in the classroom was carried out or how often it was conducted. German library literature records various examples of library instruction from the 17th to 19th Centuries. Ewert (1986) gave a summary of this literature and detailed where the library instruction occurred, who generally was conducting it, and what was covered. Unfortunately, the article was written in communist East Germany and most of the examples are tied into how these instruction sessions ultimately aided the climate of revolution against capitalism. This makes it difficult to determine what the curriculum of the classes was or how many non-revolutionary library instruction examples may have occurred. Regardless, it shows that a tradition of library instruction in academic institutions had developed in Germany prior to the its origins in the United States in the late 19th Century. As the United State's higher education system is based on the German model, this may have influenced the earliest academic library instruction practitioners in the US.
ERIC Bibliography - Vocabulary Instruction In Elementary Schools The following materials provide an introduction to vocabulary instruction in elementary schools. They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources. TI Using Graphic Organizers To teach Vocabulary How Does Available Research ReadingDifficulties; Reading-instruction; Reading-Research; remedial-instruction; teaching-Methods http://www.indiana.edu/~eric_rec/ieo/bibs/vocabele.html
Extractions: Greetings. The following materials are intended to provide an introduction to vocabulary instruction in elementary schools. They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources. Instructions for acquiring the full text of the ERIC records are presented at the end of this file.
Services cost ($10/session) yet high quality, remedial academic instruction for children educationteachers through Idaho universities to teach strategies for http://www.sidlc.org/services.htm
Extractions: Founded and Administered by the Scottish Rite Masons How you can help... To achieve its mission the Center provides a variety of services to the seven county area of the Magic Valley, including the following: Multi-disciplinary Assessment . These consist of full evaluations by any one or all of six different professionals including a psychologist, a speech-language therapist, an academic therapist, a social worker, a physical therapist, and a pediatrician The professionals providing these evaluations then meet together to integrate their information such that the resulting diagnosis and recommendations take into consideration the whole child. Case Management . This consists of teaching families to understand their childs diagnosis, assisting them to thoroughly implement the recommendations made, and remaining available to them to help them coordinate services for their child until he/she turns 21. Remedial Academic Instruction : The Center offers low-cost ($10/session) yet high quality, remedial academic instruction for children with learning disabilities after school and through the summer. Therapy groups for children who have Attention Deficit Disorder and their parents: The groups are run by a Clinical Social Worker and meet once a week for eight weeks.
Court Rules On School Aid ABCNEWS.com WASHINGTON (June 23) The Supreme Court ruled that it is not unconstitutionalfor publicschool teachers to teach remedial instruction in private http://archive.abcnews.go.com/sections/us/scotus_religious/
Education We have a saying, If you do not learn the way we teach, we will teach the way youlearn. Even though this is not always possible it is a remedial instruction http://www.theranches.org/Welcome/Services/Education/education.html
Extractions: Teaching Today publishes innovative teaching tips on a weekly basis. Written with the busy teacher in mind, each tip is concise, practical and easy to implement in the classroom right away. Topics covered in Teaching Today are classroom management, career development, high stakes testing, instruction and planning, parental involvement, reading in the content areas, using technology in the classroom, and portfolio development. Teaching Today also offers free weekly downloads that correspond to the tips. Our free downloads make implementing the teaching tips even easier. Teaching Today provides educational resources for teachers looking for everyday solutions to the challenges of the classroom. Helping Remedial and Reluctant Readers While most students entering secondary school are expected to read on a secondary level, effective classroom teachers recognize that some secondary students are lagging in reading skills. Those students who are not strong readers often are not as successful as they could be in a given content area. Their progress is slow without the help of an observant and effective teacher.
Bjup.com - Resources - Reading Techniques For Struggling Learners effective teachers of struggling learners will teach differently. disabilities, need specific, directed, individualized, intensive, remedial instruction 2 in http://www.bjup.com/resources/articles/balance/2009a.html
Extractions: Home Textbooks Books Music ... Product Support Dr. Joe Sutton Researchers tell us that struggling learners learn differently. We also know that more effective teachers of struggling learners will teach differently. Special education scholars have rightly concluded that struggling learners, particularly those with disabilities, need "specific, directed, individualized, intensive, remedial instruction" in order to be successful learners in basic academics, including reading. Unfortunately, reading instruction in general education classrooms today is mostly group-oriented, not individualized, and emphasizes materials (i.e., textbooks, workbooks, teacher manuals) rather than methods (i.e., teacher-directed, intensive teaching techniques). When used alone, reading instruction driven largely by standard curricular materials is generally ineffective for struggling learners. These students fall behind early on, and the gap between their potential and their actual reading achievement widens across time.
UWT Education: Teacher Certification Program Courses for designing and delivering beginning and remedial instruction. 453 TOPICS IN LITERACYinstruction LANGUAGE ARTS skills on learning to teach mathematics, and http://www.tacoma.washington.edu/education/tcp_course.cfm
Extractions: home teacher cert professional cert master of ed ... curriculum courses endorsements resources This course is designed to provide students with both the theoretical and empirical foundations for designing and delivering beginning and remedial instruction. Content covered in the course includes assumptions underlying the two major approaches to beginning reading instruction, evaluation and modification of curriculum materials, and methods for monitoring student progress towards literacy. This course is intended to help prospective teachers acquire pedagogy in teaching students how to construct meaning from literature and informational texts. This course is designed to provide a theoretical and empirical basis for teaching language arts to K-8 students. Content covered in this course includes the writing process and the integration of writing with reading and the content areas. Evaluation and modification of curricular materials to meet the needs of diverse students as well as methods of monitoring student progress are addressed also. Provides students with the ability to conceptualize mathematics, the skills on learning to teach mathematics, and developing a sense of confidence in mathematics. Students actively engage in many activities including exploring patterns, making conjectures, solving problems, communicating understanding, and making the learning of mathematics accessible to all students in K-8 classrooms.
Curriculum Vitae teach American literature, African American literature, composition, remedial reading Developedand implemented remedial instruction in reading and writing for http://pd.ilt.columbia.edu/banneker/fall02/aboutam.htm
Extractions: Angela Miller BACK Curriculum Vitae ACADEMIC PREPARATION: Doctoral Canditate , Teachers College Columbia University, 525 West 120th Street, New York, N.Y. 10027 Communication and Education M. A. in English Education , City College of New York, 1996 Concentration: Language and Literacy Thesis: "Using the SOAPS Critique Strategy with Varying Modes of Instruction to Effect Writing" B. A. in English , Brooklyn College, 1991 LANGUAGE Fluent in English Can read some French PROFESSIONAL EXPERIENCE 1996-present, English Teacher , Benjamin Banneker Academy 77 Clinton Avenue Brooklyn, New York 11205 (718) 797-3702 Develop and implement English curriculum for grades nine through twelve using a variety of documents, online resources fictional and non-fictional materials. Develop and implemented curriculum for staff development workshops. Administer and evaluate English Regents exam. Teach American literature, African American literature, composition, remedial reading and writing and SAT prep.
Teach More Love More - Family Literacy Definitions early literacy. Tutoring Help for individuals via additional, specializedor remedial instruction. Click Here to Return to Main Page. http://www.teachmorelovemore.org/FamilyLiteracyDefinitions.asp
