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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.
The Identification and Intervention Program (IIP) is based on two decades worth of research and is the oldest of the programs offered at the CARRD. [2] The purpose of the IIP is to identify children who are at-risk of developing a reading disability, also referred to as dyslexia, as soon as possible and then to provide those children with an appropriate remediation that will help them gain the ...
David P. Hurford is a psychologist and researcher who specializes in dyslexia/reading difficulties and attention deficit hyperactivity disorder (ADHD). He is a professor and chair of the Department of Psychology and Counseling at Pittsburg State University and directs the Center for Research, Evaluation and Awareness of Dyslexia (Center for READing) at the same institution.
Auditory integration training (AIT), auditory processing training [1] [2] [5] Mozart Effect [6] music therapy [1] Spectral Activated Music of Optimal Natural Structure (SAMONAS) [1] The Tomatis Method [1]
Management of dyslexia depends on a multitude of variables; there is no one specific strategy or set of strategies that will work for all who have dyslexia.. Some teaching is geared to specific reading skill areas, such as phonetic decoding; whereas other approaches are more comprehensive in scope, combining techniques to address basic skills along with strategies to improve comprehension and ...
Other factors that influence positive teacher attitudes toward inclusion are pre-service training (i.e., educational or general education courses). [29] It has been suggested that "pre-service training may be the optimum time to address educators' concerns and change any negative attitudes about inclusive education". [29]
Social workers obtain literacy history from the home, and then observe the child during classroom activities, they look for social interactions. Psychologists review a child's phonological memory by having him or her repeat series of words, numbers, letters, and sounds. They also look for response from the child to environmental and social factors.
Children who have learning disabilities often have parents who have the same struggles. Children of parents who had less than 12 years of school are more likely to have a reading disability. Some children have spontaneous mutations (i.e. not present in either parent) which can cause developmental disorders including learning disabilities. [30]
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