1. Student’s skill strengths and weaknesses: (Refer to the 5 areas of reading provided earlier in the lesson and provide specific descriptions using the assessment data.) 1. After analyzing the student’s reading assessments, list one reading skill strength and explain why you selected this as a strength using information from the reading assessments. Be sure to include assessment data in your justification.
In Dr. Louise Spear- Swerlings’ article, she stated that in Kindergarten through third grade, student should be taught five key elements for effective reading abilities, which are phonemic awareness, phonics knowledge, fluency, vocabulary and comprehension. Dr. Spear- Swerling, continued by saying phonic awareness is well develop in normally achieving reader by the end of first grade and by the end of third grade they should have acquired basic phonics knowledge. In addition to children excelling to become good readers, the instructions should be explicit and systematic, following a logical sequence of instruction. For instance, reading a decodable text that’s consisting of words with one syllable before advancing to an authentic text. Dr.
Final Paper Melissa Phelan EDUC 302 March 11, 2016 Liberty University Compare and contrast the bottom-up curriculum and the top-down curriculum Both the bottom-up and the top-down curriculum are similar in that they have the same objective: teaching students to understand the text. They are different in the approach to teaching students to understand the text. The term bottom-up curricula refers to a reading model that assumes the process of translating print to meaning begins with children learning the parts of language (Letters) to understanding whole text (meaning) (Vacca, et al., 2015). The top-down model of teaching assumes that the construction of textual meaning depends on the reader’s prior knowledge and experiences
Stuttering is a disorder affecting fluency of speech, through interruption of the flow of speech by certain obstacles; repetitions, prolongations, blocks, interjection and others, negative reaction of the speaker to these interruptions inform of avoidance and struggle, and negative reaction of the listener to these interruptions which cause variable degrees of dys-prosody with the resultant poor intelligibility of a speech ]1[. Although a variety of theories have been proposed to explain its etiology, the exact cause of stuttering is still unknown ]2[. The relation between stuttering and language is especially intuitive in young children. Several scholars have noted that stuttering onset, typically between ages 2 and 4, coincides with the critical
Disability refers to significant learning problems in academic area. In simpler terms results from a difference in the way a person’s brain is wired. They have difficulty reading, writing, and spelling, reasoning, recalling and organizing. It describes a group of disorders characterized by inadequate development of specific academic language speech skill area. Neurological differences in processing information that severely limit a person’s ability to learn in specific areas.
There are 7 criteria’s for classifying the LD children in such as perceptual disorders, perseveration, conceptual or thinking disorders, behavioural disorders, soft neurological signs, history of neurological impairment and absence of history of intellectual impairment. Reading disability (Dyslexia) is a brain-based type of learning disability that specifically impairs a person's ability to read (National Institute of Neurological Disorders and Stroke, 2013). Individuals typically read at levels significantly lower than expected despite having normal intelligence. Reading errors are reads word by word, ignores punctuation, adds words, omits words, cannot use phonetic cues, spells out words, guesses at words and reversals (Uma Hirisave, Anna Oommen and Malavika Kapur,
On the contrary, when a text has difficult language, when students do not participate, and when it is not authentic, it can make it more difficult for students to learn. In my opinion, the medium that is most effective is when the text is easily understandable, such as in No Fear Shakespeare. Being able to view a modern translation of the text can help students grasp a better understanding of the story. However, when the text has difficult language, it can be troublesome for students to learn anything while reading. Although it could build your vocabulary, it is still difficult for students to read while learning at the same time.
Theoretical framework: listening while reading Reading fluency can be fostered through a process called assisted reading (Rasinski &Hoffman, 2003). Assisted reading, also called Listening while reading (LWR), involves having the student read silently while simultaneously listening to a fluent rendition of the reading passage. The auditory version of the reading can be performed by a fluent adult reader or by the utilization of various technological devises. There is a robust body of research evincing that LWR can be an effective method for fluency instruction. Heckelman (1969), Chomsky (1976), and Carbo (1978) have used variations of the method with poor elementary readers.
This chapter presents a review of literature related to the variables of the study. It is divided into two parts, Part one deals with the theoretical framework focusing on reading difficulties, types of reading difficulties, Dyslexia, different types of dyslexia, characteristics of dyslexic pupils, techniques for teaching dyslexic pupils. It also tackles the multi sensory approach, its principles, content to be taught in multi sensory teaching, strategies and benefits of using multi sensory approach in the classroom. In addition this chapter provides studies related to the present study. Reading difficulties According to Lyon (1996) approximately 5% of public school students are identified as having a learning difficulty which is not
Under IELTS, English language proficiency in the schools is measured individually and in group for the four language skills (speaking, listening, reading and writing). The purpose is to enhance English learners’ proficiency where structural and sociolinguistics contents are both required to shape the learning process (Coleman, 2010). Meanwhile, in Malaysia, where our education system is based on exam-oriented system, one may score the best in examination but are incompetent in practicing the language learned. For instance, most of the students scored good result in public examination of English subject. However, for practicing English, more than half of them do not perform well (Rohaizat, 2009).
Hopefully the teacher will notice the reading difficulties, but many times this is not the case. If the dyslexia is not severe, the teacher may not pick up on the indicators. There are also some teachers who have not been taught how to identify dyslexia. Even if the teacher does recognize the problem, there are certain guidelines that must be met in order to get the testing done. Some of these children will not meet these guidelines.