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Open Court Reading; name changed to "Imagine It!" in 2008; Orton-Gillingham; Phono-graphix (1993) – developed by Carmen and Geoffrey McGuinness; Preventing Academic Failure (PAF) program (1978) Reading Mastery by SRA/McGraw-Hill, previously known as DISTAR; Smart Way Reading and Spelling (2001) Spalding Method
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 ...
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 ...
Writing and drawing performed by a child with dyslexia, displaying common behavioral symptoms. For languages with relatively deep orthographies, such as English and French, readers have greater difficulty learning to decode new words than languages with shallow orthographies. As a result, children's reading achievement levels are lower. [15]
Print Tim and the Hidden People by Sheila K. McCullagh is a 1970s and 80's reading scheme, also known as Flightpath to Reading , originally devised for young children and intended for children with a reading age of eight-and-a-half to nine years. [ 1 ]
DIBELS (Dynamic Indicators of Basic Early Literacy Skills) is a series of short tests designed to evaluate key literacy skills among students in kindergarten through 8th grade, such as phonemic awareness, alphabetic principle, accuracy, fluency, and comprehension.
Reading Recovery is a short-term intervention approach designed for English-speaking children aged five or six, who are the lowest achieving in literacy after their first year of school. For instance, a child who is unable to read the simplest of books or write their own name, after a year in school, would be appropriate for a referral to a ...
The NLS was established by an act of Congress in 1931, and was amended in 1934 to include sound recordings (talking books). The program was expanded in 1952 to include blind children, in 1962 to include music materials, and in 1966 to include individuals with physical impairments that prevent the reading of standard print. [6]