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Reciprocal teaching is a powerful instructional method designed to foster reading comprehension through collaborative dialogue between educators and students. Rooted in the work of Annemarie Palincsar, this approach aims to empower students with specific reading strategies, such as Questioning, Clarifying, Summarizing, and Predicting, to actively construct meaning from text.
Some of the goals of CCSS are directly related to students and their reading comprehension skills, with them being concerned with students learning and noticing key ideas and details, considering the structure of the text, looking at how the ideas are integrated, and reading texts with varying difficulties and complexity. [9]
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 ...
Moore, M. and Wade, B. (1998) 'Reading and comprehension: A longitudinal study of ex-Reading Recovery students'. Educational Studies, 24 (2), 195–203. Askew, B. J. and Frasier, D. F. (1994) 'Sustained effects of Reading Recovery intervention on the cognitive behaviors of second-grade children and the perceptions of their teachers'.
It is delivered with daily 90-minute reading classes consisting of 15–20 students, grouped by performance and regardless of their age. One-on-one tutoring is provided to students with learning difficulties. K-4 Alphabetics (+9%) READ 180: A reading program for those that are two or more grades years below grade level.
Learning disability, learning disorder, or learning difficulty (British English) is a condition in the brain that causes difficulties comprehending or processing information and can be caused by several different factors. Given the "difficulty learning in a typical manner", this does not exclude the ability to learn in a different manner.
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