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Developmental education and remedial education are often used synonymously. [60] They were both designed to teach college- and university-level coursework that is designed to make up for knowledge and ability gaps for students considered unprepared for college-level work. [61]
She began collaborating to further develop the teaching procedures of Samuel Orton, devised to help readers with dyslexia. [2] Gillingham and Stillman completed a remedial program called "The Alphabetic Method," which taught phonemes, morphemes and spelling rules through multisensory techniques. [3] Gillingham published "The Alphabetic Method ...
David Bartholomae was a professor of English and chair of the English Department at the University of Pittsburgh.Bartholomae's most-referenced publication about BW is the book chapter "Inventing the University", in which he unpacks the audience and purpose of writing for the academy, particularly from the perspective of students new to this discourse community.
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.
Timothy Francis Johns (1936 – 2009) was a British academic, strongly associated with the origins and development of data-driven learning (DDL), an approach to learning foreign languages which has learners use the output of computer concordancers, either interactively on screen or via paper printouts, to discover grammar rules and facts about word associations and meanings.
Janet Emig (born October 12, 1928 in Cincinnati, Ohio) was an American composition scholar. She is known for her groundbreaking 1971 study The Composing Process of Twelfth Graders (National Council of Teachers of English Research Report No. 13), which contributed to the development of the process theory of composition.
It argues that the cueing method of teaching reading ignores the importance of phonics. [6] The podcast was widely influential in the national movement to reform reading instruction and reached more than 3.5 million downloads. [7] [8] Hanford's work was cited during the consideration of a New Hampshire bill to revise the state's reading ...
Wilhelmina Marguerita Crosson (April 26, 1900 – May 28, 1991) was an educator and school administrator known for her innovative teaching methods. One of the first African-American female schoolteachers in Boston, she developed the city's first remedial reading program in 1935, and was an early advocate of black history education.