Extractions: Source: ERIC Clearinghouse on Disabilities and Gifted Education Reston VA. Academic Interventions for Children with Dyslexia Who Have Phonological Core Deficits. ERIC Digest E539. THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC OVERVIEW Approximately 3% to 6% of all school-aged children are believed to have developmental reading disabilities, or dyslexia. In fact, almost 50% of children receiving special education have learning disabilities, and dyslexia is the most prevalent form. Consequently dyslexia has been given considerable attention by researchers and extensive literature exists on instruction and remediation methods. DEFINITION Phonological core deficits entail difficulty making use of phonological information when processing written and oral language. The major components of phonological deficits involve phonemic awareness, sound-symbol relations, and storage and retrieval of phonological information in memory. Problems with phonemic awareness are most prevalent and can coexist with difficulties in storage and retrieval among children with dyslexia who have phonological deficits.
Index Courses I teach effectively use a variety of assessment tools for multiple purposes,and select and implement effective remedial instruction for students http://www.nku.edu/~jonesme/
Extractions: Email: jonesme@nku.edu Courses I teach... (click on the course titles to access the syllabi for each of the courses listed below) EDS 322 Planning and Implementing Instruction for Students with Exceptionalities This course, required for all education majors, is designed to develop skills in classroom instruction to meet the needs of diverse students, including those with exceptionalities, and collaborating for effective planning for inclusive practices. Observations and interviews of collaborative team members as well as designing and critiquing inclusive lesson plans are a few of the activities involved in this course. EDS 364 Characteristics of Learning and Behavior Disorders EDS 473 Special Education Practicum This course is a field experience completed in local public schools in the Northern Kentucky area. This field experience is completed in tandem with a block of courses. The block includes EDS 362, EDS 464, and EDS 472. These courses cover the principles of applied behavior analysis, informal and formal assessment for determining eligibility and for designing instruction, and adapted teaching techniques which are effective for students with mild disabilities. At the completion of this block of courses, the student will be expected to be able to design and implement a behavior change program, effectively use a variety of assessment tools for multiple purposes, and select and implement effective remedial instruction for students with mild disabilities. These courses place particular emphasis on the School of Education themes of evaluation and assessment, intellectual vitality, and professional community.
CREC's Adult Training And Development Network (ATDN) is an excellent resource for teachers who want to teach the basics and spelling disabilities,Dyslexia Theory Practice of remedial instruction, 2nd edition http://www.crec.org/atdn/reading/howtoteachreading.shtml
Extractions: Integrated Professional Development ATDN CCS/ECS ESL/Citizenship ... School to Career CREC Programs A-Z Academy of the Arts Administrative Services BEST Birth to Three Capitol Region Partnership Capitol Region Choice Program Center for Creative Youth Children's Therapy Specialists Choice Programs Cisco Networking Computer Services Conference Facilities Consultation, TABS CREC Jobs CREC News Direct Care Training Disability Resources Edu-Links EHGEMS Employee Assistance Program EQUAL Family Day Care Farm Valley Diagnostic Center Hartford Mag Middle School Human Resources Instructional Technology Integrated Program Models Links Literacy Center Magnet Schools at CREC Metropolitan Learning Center Minority Teacher Recruiting Montessori Magnet School Parent Aide Program Polaris Preschool Intervention REACT Reading Recovery Resource Sharing River Street School School To Career Sister Schools Sm/Reg School District Svcs Soundbridge Student Services Summer Programs Summer Youth Emp Trng Tech Prep Technology Services Technology Training Theater of the Performing Arts Transition to Employment Tunxis Middle College HS Two Rivers Magnet MS Univ of Hartford Mag School Young Educators' Society updated How to Teach Reading: Considering New Resources Jean Sawicki, M.A.
Welcome To The City Of Leesburg 372.4/KOH. Reading instruction, diagonstic teaching in the classroom. teach yourchild to read in 100 easy lessons. remedial and Adult Education Back to Top. http://www.ci.leesburg.fl.us/library/readinginstructions.htm
Jewish Law - Press Releases teachers from entering religious schools to teach federally financed in these mobileinstructional units ; providing remedial instruction through computers http://www.jlaw.com/PressReleases/97-04-17-a.html
Extractions: April 17, 1997 LANDMARK RELIGIOUS-SCHOOL RULING BEFORE SUPREME COURT Agudath Israel "Hopeful" As Procedural, Constitutional Issues Considered A landmark 1985 U.S. Supreme Court decision barring public school teachers from entering religious schools to teach federally financed remedial classes may be on its way to being reconsidered, and likely reversed, by the High Court. On April 15, the Justices heard oral arguments on both the propriety of the procedure being used to reopen the 1985 case, Aguilar v. Felton, and the constitutionality of on-site remedial classes at religious schools. In its 1985 decision, the High Court ruled that the New York City Board of Education's program of sending public school teachers into religious schools to provide federally-funded remedial education services to economically disadvantaged, low-achieving students violated the constitutional separation of church and state. The 1985 ruling prompted school districts around the country to adopt unwieldy and expensive alternative means of carrying out their statutory obligation to provide remedial education to eligible nonpublic school children. These alternate service delivery mechanisms included sending nonpublic school children to public schools and other "neutral sites" to receive their remedial services; sending public school teachers to leased trailers/vans parked near religious schools and having eligible students receive their remediation in these "mobile instructional units"; providing remedial instruction through computers rather than teachers.
ECC Brief Jan. 2001 DI is used to teach a variety of academic subjects but it is especially As the WPRIreport observes, costs of remedial instruction have become prohibitive. http://www.education-consumers.com/briefs/May2001.shtm
LETRS Homepage The Speech Sounds of English Phonemes and How to teach Them 3 and Spelling (For Kindergarten,First Grade, Second Grade, and remedial instruction) 7. teaching http://www.sopriswest.com/LETRS/letrs_overview.htm
Extractions: Introducing LETRS: Language Essentials for Teachers of Reading and Spelling Our national goal of "every child a reader" requires teachers with expertise in reading instruction. The research-based, comprehensive instructional programs called for by Congress are necessary tools to reach the goal, but are not sufficient without continuous, long-term professional development for teachers. Teaching reading is a complex discipline that requires in-depth learning beyond the use of a program manual. To reach all learners, teachers must understand how students learn to read and write, the reasons why some children fail to learn, and the instructional strategies best supported by research. Teachers need and understanding of the language structures they are teaching, The American Federation of Teachers' Teaching Reading is Rocket Science and the Learning First Alliance's Every Child Reading: A Professional Development Guide endorsed these core understandings. LETRS modules are designed to teach teachers the content outlined in such consensus documents on reading instruction. They use professional development methods successful with diverse groups of teachers: regular classroom and special education, novice and expert, rural and urban. The 3 stand-alone modules in each of 4 LETRS books teach teachers the meaning of scientific findings about learning to read and reading instruction. The modules address each component of reading instruction -
ASHS Employment Opportunities curriculum development; student advising, recruitment, tutorial/remedial instruction;develop activities Develop curricula and teach within the webbased http://www.kcom.edu/contact/jobs/azdisplay.asp
Extractions: Base Pay Shift Hr/Wk Requirements Physical Therapy Laboratory Assistant $10.00/hr Days Varies College Degree. Graduate of Physical Therapy Educational Program. Provide instruction in laboratory and discussion sections of courses, follow lesson plan and evaluation schedule as designed by course coordinator. Participated in faculty meetings and annual trainings as requested. Flexibility, able to follow instructions yet works independently. ASHS Adjunct Faculty/Instructor Exempt College Degree. Instructional responsibilities in programs and in core courses as assigned. Coordinating classes for didactic year. Classroom and /or laboratory instruction; curriculum development; student advising, recruitment, tutorial/remedial instruction; develop activities; clinical practice and/or research activities. Recruitment and retention of adjunct faculty. Allied Health Grant/PT Assistant/Associate Professor Flexible Exempt Physical Therapy degree plus advanced graduate degree. Two years clinical or teaching experience. Develop curricula and teach within the web-based advanced degree program. Responsible for student recruitment, counseling, and advising. Assist to develop individually customized learning paths for trainees, digitize and teach relevant web-based courses. Tutorial assistance as needed, assists in program evaluation.
Pencils Down! the instruction occurs, what text and other materials are used to teach the skills Parentsof students tested can be told what remedial instruction is planned. http://www.ncrel.org/sdrs/areas/issues/methods/assment/as6penc2.htm
Gables Academy Internationale will receive both individualized corrective or remedial instruction along with Thislarger group instruction focuses on those and are certified to teach in the http://www.gablesacademy.com/methodology.html
Extractions: The Gables program is designed to meet two specific needs. One approach emphasizes the basic skills in reading, writing, and mathematics, stressing the minimal competency academic requisites necessary for success in any academic, vocational, or career pursuit. The second program approach attends to the needs of the child or adolescent who has mastered the basic skills, but may appear unmotivated to learn in a regular classroom environment. Frequently only minimal corrective instruction is necessary to compensate for specific learning deficits. The emphasis for this child or adolescent is to strengthen the basic skill areas through increased proficiency of learning. These goals are accomplished through teaching to the student's strengths in an overall six to one student-teacher ratio. Each student will receive both individualized corrective or remedial instruction along with larger group instruction. This larger group instruction focuses on those skills the student will need in the regular mainstream of education, including notetaking, listening comprehension, and study skills. Gables Academy's faculty consists predominantly of those who have at least a master's level degree and are certified to teach in the state of Georgia. A majority of the faculty members boast years of experience in teaching and nurturing the special needs student. The school is guided by the expertise of James D. Meffen, III, M.S. Ed as headmaster, with a supporting staff of highly trained administrative, academic, and therapeutic personnel.
Extractions: Preface If I could only travel back in time and offer answers to those students who fell through the cracks while I was a teacher, media specialist, and principal! Ron Edmonds believed that "we can, whenever and wherever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need to do that. Whether or not we do it must finally depend on how we feel about the fact that we haven't so far" (1981, p. 53). Although Edmonds was writing in the broad sense about student achievement, his statement could well be paraphrased to describe the current status of reading instruction: We can, whenever and wherever we choose, successfully teach all children to read. We already know more than we need to do that. Whether or not we do it must finally depend on how we feel about the fact that we haven't so far. THE GOALS OF THIS BOOK In 1998, I wrote
Extractions: State-Funded Compensatory Remedial Program - Elementary Program Objectives During the school year, students who failed either or both areas of the LEAP 21 test for grades 4 or 8,during the previous school year, including students with disabilities, will attend a program of specially designed remediation based on student need. By the end of the school year, 50% of students receiving remediation should master LEAP 21 skill area deficiencies. Students not successful on the stated criteria by the final date, will be referred to the SBLC. The failure of students with disabilities to achieve performance standards on LEAP 21 does not qualify such students for special education extended year program (BESE Policy).
Extractions: Reprint with permission This group of disabled learners have only begun to receive the understanding and attention they require. To understand the difficulties they face and to help them to make the best of their assets while minimizing the effects of their weaknesses, we need to recognize the syndrome and its implications. Statements like the following are often true of individuals with a nonverbal learning disability: They talk a lot but really say very little. They see the "trees" not the "forest." They focus on details, do not apprehend the main idea. They do not "see the whole picture." They do not "read" facial experessions, gestures, nor other nonverbal aspects of communication; they miss the subtleties, nuances. They may be inappropriate in their social interactions. They have few friends; friendships tend to be with older or younger persons rather than peers. They tend to process information in a linear, sequential fashion, not seeing multiple dimensions. In spite of relative strength in sequencing or recalling sequences, they may confuse abstract temporal concepts; they have significant difficulty recognizing cause-effect relationships.
Extractions: Teaching Strategies and Techniques The focus of these articles is on helping students with learning disabilities become more efficient and effective learners by teaching them how to learn. Several of the nation's leading researchers and educational consultants have contributed materials on current strategies proven to be effective within the context of many instructional settings. By utilizing these techniques and equipping students with a repertoire of strategies for learning, teachers can provide students with the tools for a lifetime of successful learning. RESEARCH UPDATES: Researchers and Teachers Working Together to Adapt Instruction for Diverse Learners Two Decades of Research in Learning Disabilities: Reading Comprehension, Expressive Writing, Problem Solving and Self-Concept
EPS Product Display and alphabet and dictionary skills for both regular and remedial instruction. Theseillustrated readers teach phonetic elements in a structured but http://www.epsbooks.com/catalogsite/code/epspgebld.cfm?product=407M
Bestp Practices for Improving Literacy Id Like to teach the World reconsider the meaningof remedial instruction; is reading remediation a deficit model http://www.oswego.org/staff/cchamber/literacy/bestp.cfm
Extractions: I. English Language Arts Curriculum A. Language Arts is understood to include reading, writing, speaking, and listening. Children are totally immersed in all four areas. B. Language Arts curriculum is clearly articulated, understood, and balanced across the grade levels. II. English Language Arts Instruction A. Reading Program/Best Practices: reading aloud every day across all grade levels sustained, independent, free-choice, daily reading shared reading experiences on a regular basis thus providing opportunities for participatory reading, i.e. songs, poems, chants, and group experience with how print works daily guided reading groups (the heart of a literacy program) small, flexible groups determined by similar instructional reading levels/instructional needs primary focus on constructing meaning instruction shows the child how to read through practice, modeling, skill and strategy development silent reading is predominant while oral reading checks fluency and expression emphasis on reading increasingly challenging books through continuous assessment, i.e. running records
ETS POLICY NOTES - Volume 8, Number 1 - Winter 1997 When faced with only remedial instruction, students act accordingly and ongoing senseof self as remedial learner and classroom projects that teach students how http://www.ets.org/research/pic/v8n1d.html
Extractions: of Elementary School Latino Students Richard P. Duran, Francisca Escobar, and Michele Wakin Data from the National Assessment of Educational Progress (NAEP) indicate that Latino students are noticeably behind White, non-Latino students as early as the fourth grade and this discrepancy builds through the remainder of elementary and secondary school (see Figure, for example). New efforts at systemic reform and the establishment of higher educational standards have implications for improving the educational experiences and outcomes of Latino students. These efforts also provide an opportunity for school practi-tioners to collaborate with university-based researchers and students. In an example of such a collaborative approach, University of California, Santa Barbara, researchers are engaged in a multi-year partnership with two California elementary schools to improve teaching for Latino and non-Latino students.
Connecticut State University AAUP Current Newsletter table, management has explained that these people would be used to teach remedialcourses and lab sections, implying that remedial instruction and laboratory http://www.ccsu.edu/aaup/csu/mar01_news.htm
Extractions: Volume XXIV No. 2 March 22, 2001 Board's Proposals Draconian By Larry Glenn Contract Extension Approved The good news is that the CSU-AAUP membership and the Board of Trustees Executive Committee have ratified the one-year extension of our contract and conditions look secure for another year. The not so good news is that the negotiating teams are still at the bargaining table trying to reach agreement on the issues that we have been grappling with since last September, and it aint easy. Proposals Attack Academic Freedom The biggest problem is the management teams deliberate ignorance of who we are and what we do. For most of the quarter century that we have been negotiating with the Board, the leadership of the management team consisted of individuals who had been faculty members before becoming managers. While such opponents might not agree with everything we proposed, they at least knew what we were talking about. They were also sufficiently savvy about academic culture to avoid making proposals that attacked our highest principles of academic freedom and shared collegial governance. Under the Cibes administration, negotiators who understand what a university should do, have been replaced by human resource professionals whose only concern is what management can do. The management negotiating team we are facing this year has only one member who was a professor in a previous life, and her academic experience does not seem to distinguish her from the other members of managements team.
Extractions: The National Right to Read Foundation, December 1998 Regna Lee Wood is Director of Statistical Research for The National Right to Read Foundation. Her work has appeared in National Review, Destiny, Network News & Views, a publication of the Hudson Institute, and Oklahoma Council of Public Affairs (OCPA) Perspective. Dr. John Silber, Boston University Chancellor, says she is "...a major national resource because of her brilliant analyses of illiteracy..." Fearing that U.S. Department of Education testing would lead to a national relative-values school curriculum, Congressional conservatives recently defeated President Clinton’s proposed "world class" 4th and 8th grade reading and math exams. Though 1992 and 1994 National Assessment of Educational Progress test scores indicated that three-fourths of the nation’s 4th and 8th grade students could not even read a world-class test, the debate over who should design and administer these tests to one out of four students in those grades was prolonged. Meanwhile, everything associated with the nation’s two largest K-12 public school programs — cost, size, and federal control — has exploded. Title I or Chapter I remedial reading, math, and language classes for the economically "disadvantaged" and Special Education remedial reading, math, and language programs for the physically, mentally, and emotionally "disabled" have grown like monsters in a horror movie.
ERIC - Urban Education Web Site of ABE instructors are certified to teach adult education not familiar with specifictechniques for literacy instruction. Community College remedial Programs. http://eric-web.tc.columbia.edu/digest/dig178.asp
Extractions: Quick Links Search About ERIC/CUE Major Subject Areas Publications ... Organizations and Resources ERIC System In-Process Abstracts ERIC Database Other ERIC System Sites Adjunct ERIC Clearinghouse on Homeless Education ... Submit Your Documents User Services Comments,Questions, User Survey Mailing List Site Map ERIC/CUE Home Number 178, September 2002 EDO-UD-02-7 ISSN 0889 8049 LITERACY EDUCATION AFTER HIGH SCHOOL Dolores Perin Teachers College, Columbia University Indicators of Literacy Difficulty Among Adults Approximately 24 percent of native-born speakers of English and 61 percent of foreign-born speakers of other languages are functionally illiterate, with severe difficulty reading text such as newspapers and literature ( Tuijnman, 2000 ). While many of the same individuals are at least moderately satisfied with their skills ( Sticht, 2001
