Extractions: Source: ERIC Clearinghouse on Reading and Communication Skills Bloomington IN. How College Learning Specialists Can Help College Students. ERIC Digest. THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC IMPLEMENT A COURSE SIMULATION MODEL UTILIZE UNDERGRADUATE TEACHING ASSISTANTS USE HIGH UTILITY STRATEGIES FOR IMMEDIATE ACCEPTANCE PROMOTE PLANNING Most developmental studies students must learn to (a) establish goals, allocate resources (i.e., select strategies, allot time), and make a plan of action that incorporates the appropriate strategies over time; (b) have a repertoire of strategies for the numerous tasks and texts encountered in postsecondary learning, since there is no best method to study; (c) select the most appropriate strategies based on the characteristics of text, and personal learning preferences; (d) activate and monitor a plan of action and make appropriate changes, when necessary; and (e) evaluate their plan's success or failure to be prepared for future situations. RECONCEPTUALIZE VOCABULARY DEVELOPMENT Students entering the milieu of postsecondary education need to understand from the onset that the fundamental avenue for academic success is the ability to expand their vocabulary quickly (Stahl et al, 1987). Hence, college learning specialists must provide experiences that immerse students in (1) the "language of the academy" (e.g., terms such as bursar, financial aid); (2) the "language of the educated" or the advanced general vocabulary used by scholars as they communicate; and (3) the specialized "languages of the disciplines" or those unique technical terms which permit scholars within a field to communicate effectively and efficiently.
Extractions: TARGETED FUNDS AND IMPROVEMENTS IN STUDENT LEARNING The impact of standards-based reform - supported by Title I, the federal government's largest elementary and secondary education program - is evident in improved achievement among poor and low-achieving students, the U.S. Department of Education reported today in Promising Results, Continuing Challenges: Findings from the National Assessment of Title I. "Poverty places children at a severe educational disadvantage," said U.S. Secretary of Education Richard W. Riley. "Prior to 1994, Title I was a separate remedial program that condoned low standards and low expectations for its students. At-risk children need and deserve the very best teachers, the most enriching curriculum, extra time to learn and the challenge of high expectations. Today we see evidence of higher student achievement in districts and states that have set challenging standards. Title I is helping forge strong partnerships between states and local districts to raise standards for all students." The 1994 reauthorization of Title I was designed to transform the program by aligning it with the best efforts of state and local school systems to improve teaching and learning for children at risk of school failure.
Fall 1992 Opinion may include, but is not limited to, remedial instruction, accelerated instruction,and the teachers employed by the county board to teach in the http://www.state.wv.us/wvsca/docs/spring92/20289.htm
Extractions: 2. "Under W. Va. Code, 18A-4-8b(a) (1983), decisions of a county board of education affecting teacher promotions and the filling of vacant teaching positions must be based primarily upon the applicants' qualifications for the job, with seniority having a bearing on the selection process when the applicants have otherwise equivalent qualifications or where the differences in qualification criteria are insufficient to form the basis for an informed and rational decision." Syllabus Point 1, Dillon v. Bd. of Educ. of County of Wyoming
The EAPS Website Has Moved... settings such as learning assistance centers, remedial instruction programs, and evaluation;grant proposal writing; research methodology; teach basic writing http://www.eaps.swt.edu/admcrit.html
The California Master Plan For Education These teachers often are asked to teach at school sites that are in poor freshmento CSU during the past decade have required remedial instruction in English http://www.network-democracy.org/camp/bb/plan/contents.shtml
Extractions: Since a child entering preschool in 2002 can expect to graduate from high school in 2016 and, if he or she chooses, complete her or his bachelor's degree in 2020, our Master Plan must anticipate the learning needs of Californians far into the future. It is beyond our ability to know with precision the learning needs of Californians in 2020; however, we can and we must make our best attempt to envision what those future needs will be and craft an educational blueprint that helps frame the decisions we make today through anticipating the needs of tomorrow.
SpecialEd At the secondary level, resource room teachers may also teamteach in a generaleducation classroom and work Resource room instruction is remedial in the http://www.wyandotte.org/SpecialEd/RR.htm
Extractions: District News and Information ... Special Education Resource Room Teachers teacher consultant who specializes in the disability area. Individualized Education Program Team meetings annually with the parents. The resource room teacher will also provide grades for the students in their area of disability in conjunction with assessing the students progress toward meeting their individual educational goals. WYANDOTTE WEB SITE:
C:\PROGRAM FILES\SOFTQUAD\HOTMETAL PRO 4\gifs\TIx-city.htm They must teach students challenging material and give them a rich out of the regularclassroom during regular school hours for remedial instruction, they do http://www.cleweb.org/t1.htm
Extractions: In 1994, Title I of the Elementary and Secondary Education Act was reauthorized in ways that provide strong levers for ensuring a quality education for students served by Title I. The law relaxed the income requirements schools must meet in order to become schoolwide programs. Schools that have fifty percent or more low income students can use their Title I funds to improve the educational program of the entire school, rather than targeting their assistance. This rule represents a great possibility for change, but requires proper planning, implementation and vigilance. Planning for schoolwide programs is an in-depth process, for which the law spells out specific requirements. Schools implementing schoolwide programs must conduct needs assessments and develop comprehensive plans to meet the needs of various constituencies in the school. All planning and implementation must be done with the goal of making substantial yearly progress toward getting all students to meet high state standards. Specific school level requirements for schools implementing schoolwide programs follow:
Computer-Assisted Instruction to use for instruction, drill and practice, computerbased instruction, computer-enriched instruction, computermanaged instructioncan easily students (5), remedial students (2), and http://www.nwrel.org/scpd/sirs/5/cu10.html
Extractions: (SIRS) Research You Can Use Close-Up #10 Kathleen Cotton "There was a time when computers were a luxury item for American schools, but that time has clearly passed." Bangert-Drowns, Kulik, and Kulik, 1985 INTRODUCTION Not so long ago, the microcomputer was a rare and exotic sight in American classrooms. Then, during the 1970s, many schools began acquiring microcomputers and putting them to use for instruction, drill and practice, recordkeeping, and other applications. The use of microcomputers expanded rapidly during the 1980s. Between 1981 and the end of the decade: "The information age' has clearly arrived," notes Kinnaman, "and in the '90s the educational use of computer technology will surely continue to grow." While this is no doubt an accurate prediction, many educators, legislators, parents, and researchers have expressed concern about the educational effectiveness of using microcomputers in schools. Because the acquisition of computer hardware and educational software programs involves a considerable monetary investment, these groups want assurance that computers in the schools are more than expensive and entertaining toys; they desire evidence that educational microcomputer use truly enhances learning in demonstrable ways.
The Forman School Conversely, remedial instruction is structured to explicitly and directlyteach students important skills to compensate for their weaknesses. http://www.formanschool.org/pride_of_forman/admissions/default.asp?adminid=48
GATAPP Grades 48)- An individual with a certificate in middle grades is in-field to teachall subjects offered in grades 4-8 and remedial instruction in grades 9-12 http://www.gapsc.com/GaTapp/teaching/teach_home.asp
Extractions: Service Fields - These programs prepare individuals to provide support services to students, school personnel and school operations. These certification programs are not available under the GATAPP program. Elementary Education - The State of Georgia does not prepare nor certify teachers for Elementary Education. Individuals interested in this developmental range of learners should investigate either Early Childhood or Middle Grades education programs.
Extractions: Nature of the Work About this section Back to Top Adult literacy and remedial education teachers self-enrichment teachers , unlike other adult education teachers, teach courses that students take for personal enrichment, such as cooking, dancing, creative writing, golf or tennis, photography, or personal finance. Adult literacy and remedial education teachers, more commonly called
Reading education teachers plan and teach their content with learning disabilities and remedialstudents in the Integrative Strategy instruction A Potential Model for http://www.maine207.k12.il.us/departments/351/Remedial_Reading_Content_Area_Read
Extractions: Reading and Remedial Learning Reading Articles Exploring Reading Nightmares of Middle and Secondary School Teachers. Looks into the problems facing middle and secondary school teachers in teaching reading. Decline in interest and slow down in development in reading based on high school grades; Nightmares faced by reading teachers in the classroom; Need for higher education to reassess the role reading education plays within the teacher education curriculum; Changing students' perception of reading. The Challenge of Content Area Literacy: A Middle School Case Study. Explores the challenge of teaching content area literacy programs. Students' need for proficiency in reading and writing; Context of the study; Strategies for reading and learning in content area instruction; Assessment; Conclusion. Instructional strategies for content-area reading instruction. Presents an overview of the components of content area reading instruction. Instructional strategies that can be used to teach students with reading disabilities how to approach content area reading; Strategy instruction in word identification, vocabulary, and comprehension skills; Phonetic analysis; Structural analysis; Semantic feature analysis. Promoting Reading Comprehension, Content Learning, and English Acquisition through Collaborative Strategic Reading
Extractions: September 1996 If the quality of this nation's work force is still part of the equation used to determine U.S. prospects for material well being, why haven't many federal and state policymakers considered these frightening 1992 National Adult Literacy Survey findings, available since the U.S. Department of Education released them in September 1993? 87 percent of 58 million Americans "Out of the Work Force" (those not in totals for unemployed because they don't look for jobs) are in the illiterate or barely literate Levels I and II (out of five levels). 52 percent of the 58 million are in the illiterate Level I. 75 percent of 21 million adults on welfare are in those same "can't read" or "barely read" Levels I and II. 80 percent of 20 million black and Hispanic adults are in these basement literacy Levels I and II. Forty five percent of the black adults and 55 percent of the Hispanics over 16 are in the illiterate Level I. 52 percent of 59 million high-school graduates and 31 percent of 40 million adults with some college credits scored in the lowest Levels I and II on the Survey test. This confirmed May 1991 congressional hearings on postsecondary education that established "illiteracy" as a major cause for $13 billion in defaults on college and trade-school loans. Presumably, illiteracy is still a primary reason for what has now grown to be $22 billion in defaults on college and trade-school loans.
Extractions: By Dr. Kerry Hempenstall The debate about the role of phonics in beginning reading instruction has had a long and stormy history. However, research over the past twenty years has been sufficiently sound to allow firm conclusions about the necessity of phonics instruction. Recently, consensus has also been achieved within educational communities that these findings should be enshrined in educational policy and practice. Questions that now arise are (1) what kind of phonics does the evidence support? What is meant by explicit, implicit, embedded, systematic, analytic, synthetic? (2) What is the relationship between phonics and phonemic awareness? (3) What does the research indicate about older struggling readers? Over the last ten to twenty years there has been increasing consensus about reading success and failure. Reviews by Hurford, et al., 1993; and Mann, 1993 have noted that the presence or absence of phonemic awareness predicts the future membership of good/bad reader categories, and discriminates good readers from poor readers. Stanovich (1986) defined phonemic awareness as the "conscious access to the phonemic level of the speech stream, and some ability to manipulate cognitively representations at this level" (p. 362). Tasks used to assess shallow phonemic awareness tend to emphasise sensitivity to rhyme and alliteration; whereas, a more complex task might involve the manipulation or separation of sounds in a word. A further developmental advance involves a progressive reduction in the size of the unit comprehended - from whole word, to syllables, to intra-syllabic units, to individual phonemes.
Q & A With Sen. Martha Escutia of students the state will fund in remedial programs and a focus on reading and mathinstruction seem to more teachers have to be trained to teach these college http://www.csba.org/qa/escutia.htm
Extractions: CSBA.org A conversation with Senator Martha Escutia Sen. Martha Escutia Sen. Escutia was first elected to the California Legislature in November 1992 to represent the heavily Latino 50th Assembly District. As an assemblywoman, Escutia chaired the Assembly Judiciary Committee from January 1997 to November 1998. Escutia's varied accomplishments are highlighted by landmark legislation protecting health and the environment, improving opportunities for education, and increasing public safety. Along with state educators, she worked to reduce class sizes and made Advanced Placement classes readily accessible for low-income students. For her efforts on behalf of schoolchildren and K-12 education, Sen. Escutia was presented with the California School Boards Association's Legislator of the Year Award in 1999. 1) What do you see as the most significant challenge local school districts face as they implement the state's accountability system? The rewards and consequences the state has implemented over the last few years makes the assumption that all children will be able to perform at a certain level by a certain age. This is a somewhat flawed viewpoint, considering the different levels at which students start their academic development. A student whose parents are college professors and whose home is full of books is a step ahead of a child whose parents never finished high school and who struggle to provide food and shelter, let alone early academic experiences. The challenge for local school districts, then, is to find a way to level the playing field as much as possible to give children who start out behind the opportunity to catch up to other students. Unless those students get the extra help and attention they need, they're going to fall further and further behind as the go through school.
May 28, 2000 rests squarely on the fact that the schools not only fail to teach reading, but Butremedial instruction is not designed to improve anyone's reading ability. http://www.shipofstate.com/archive/2000/05-28.html
Extractions: by Ned Vare Scores on the latest round of standardized tests (SAT, CAPT, Mastery) remind us of the sad truth: Connecticut's children are not being educated. Employers know it, college deans know, the kids and some parents know. Does anybody care? Does anyone answer for it? Can anyone do anything about it? One of the biggest problems is reading instruction. All academic learning relies on reading, so if a child doesn't learn to read well, all subjects are difficult if not impossible. Most parents assume that the schools know that and act accordingly, doing the best they can. And yet the disaster that exists in Connecticut's public schools (and elsewhere) rests squarely on the fact that the schools not only fail to teach reading, but use methods that actually prevent students from learning to read well. And now for the bad news...
Extractions: With the beliefs that reading is the cornerstone of all academic success and that all students must succeed, we looked for a solidly researched reading intervention program that could address the full spectrum of problems within the student body. At the same time, Georgia State University's School of Special Education received a grant to study the Corrective Reading Program of Science Research Associates (SRA) at several schools within the Atlanta metropolitan area. We entered into a collaborative effort with the university to pilot the program at Renfroe for one year, focusing on students' reading decoding skills. The Corrective Reading Program Other key details of Corrective Reading include: all skills and strategies are taught through teacher-led instruction; each program is based on cumulative skill development and the difficulty of material increases gradually but steadily; each program is divided into daily lessons that usually can be presented in a class period; each provides detailed data on student performance; each includes an effective management system; each specifies both teacher and student behavior; and the placement tests, administered individually, are designed to measure relevant skills.
WETA: Reading Rockets: Research-Based Reading Programs texts and literature to teach comprehension in Students needing extra instructionreceive daily oneon-one elementary grades) Target Audience remedial, at-risk http://www.readingrockets.org/article.php?ID=414
Sligo Creek ES - The Academy Classroom teachers integrate this science instruction with other subjects they teach. Remedialinstruction will be for children falling below the expected MCPS http://www.mcps.k12.md.us/schools/sligocreekes/theacademy.htm
Extractions: The Academy Return to About Our School Page Return to Welcome Page The Sligo Creek Elementary School Academy Program implements the MCPS curriculum with a heavy emphasis on science, math, and technology. The Program is dedicated to the students who reside within the designated neighborhood school boundaries and is overseen by two co-coordinators, one for math and one for science. The Academy Program has been a fundamental component of Sligo Creek ever since the school was founded in 1999. The school is located in the former Blair High School in Silver Spring, MD. In addition to the Academy Program, Sligo Creek includes The French Immersion magnet program. The enrollment for both programs is projected to be approximately 650 students for the 2002-2003 school year. Science instruction at Sligo Creek features two components. The classroom teacher is one of these components by providing instruction throughout the year using the MCPS science curriculum - a kit-based, inquiry oriented program that has been in place in the school system for over ten years. Three unique science units are taught at each grade level using materials, curriculum, and training provided by the school system and supported by the science coordinator. Classroom teachers integrate this science instruction with other subjects they teach.
