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Criticism of traditional mathematics instruction originates with advocates of alternative methods of instruction, such as Reform mathematics.These critics cite studies, such as The Harmful Effects of Algorithms in Grades 1–4, which found specific instances where traditional math instruction was less effective than alternative methods.
A bar model used to solve an addition problem. This pictorial approach is typically used as a problem-solving tool in Singapore math. Singapore math teaches students mathematical concepts in a three-step learning process: concrete, pictorial, and abstract. [3] This learning process was based on the work of an American psychologist, Jerome Bruner.
The totally new component of the Special Assistance Program [11] was the provision of 1000 SARTs for "the delivery of services to children with special needs." These designated teachers were given "a major on-site school responsibility for facilitating a productive relationship between parents and pupils and teachers."
The Institute of Education Sciences (the independent, non-partisan statistics, research, and evaluation arm of the U.S. Department of Education), describes the approach as follows: "Orton-Gillingham is a broad, multisensory approach to teaching reading and spelling that can be modified for individual or group instruction at all reading levels.
Instructional scaffolding is the support given to a student by an instructor throughout the learning process. This support is specifically tailored to each student; this instructional approach allows students to experience student-centered learning, which tends to facilitate more efficient learning than teacher-centered learning.
The RTI approach encompasses tiered levels of support and interventions to adequately meet students' academic needs. [1] It was originally developed as a method for supporting students who appear below-grade level in demonstrating academic skills and identifying students with learning disabilities. However, there has been a shift in the ...
Reading for special needs has become an area of interest as the understanding of reading has improved. Teaching children with special needs how to read was not historically pursued under the assumption of the reading readiness model [1] that a reader must learn to read in a hierarchical manner such that one skill must be mastered before learning the next skill (e.g. a child might be expected ...
READ 180 was founded in 1985 by Ted Hasselbring and members of the Cognition and Technology Group at Vanderbilt University.With a grant from the United States Department of Education’s Office of Special Education, Dr. Hasselbring developed software that used student performance data to individualize and differentiate the path of computerized reading instruction. [3]
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