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Mathematics

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Feb 20, 2024

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Uploaded by tjh208

Deficits and Accommodations 1 2.2 Deficits and Accommodations Caitlin Hicks Northwestern College SPED 522: Methods and Strategies for Students with Mild/Moderate Disabilities Professor Beth Morgan January 21, 2024
Deficits and Accommodations 2 Deficits and Accommodations Reading- Repeated reading strategy is the exposure to the exact text multiple times, which increases oral reading fluency, leading to students' improved comprehension. During this strategy, students start by reading a text with a teacher three times. The first time the students read the text, it is to build confidence in the students by showing that mistakes are okay and to help them decode the text. The second time the students read the text, they are reading to build comprehension. The third and final time the students read the text is to be fluent and to sound like a reader. Repeated reading allows the students to receive positive feedback from adults. Students can focus on the pace and meaning of what is being read. The text the students will read needs to be a minimum of 50 words to 200 words. To increase the fluency of the student's oral reading /deficits, the students can practice repeatedly; by doing this, they can self-monitor their progress each time they read the text (Five From Five, 2023). Repeated reading strategy is the exposure to the same text multiple times increases oral reading fluency which also leads to students having improved comprehension. During this strategy students start by first reading a text with a teacher three times. The first time the students read the text it is to build confidence in the students by showing mistakes are okay and to help the students decode the text. The second time the students read the text the students are reading to build comprehension. The third and final time the students read the text is to be fluent and to sound like a reader. Repeated reading allows the students to receive positive feedback from adults. Students can focus on the pace and meaning of what is being read. The text the students are going to read needs to be a minimum of 50 words to 200 words. To increase the fluency of the student’s oral reading deficits the students
Deficits and Accommodations 3 can practice over and over again; doing this the students can self-monitor their progress each time they read the text (Five From Five, 2023). The use of graphic and semantic organizers help to illustrate the concept and/or the relationships between concepts in a text. Using this strategy or tool the students can become stronger readers to better understand concepts. This builds the student’s reading comprehension skills to be able to break the story up. Graphic organizers allow the readers to be able to understand and read the text. Students can build more skills as well when using a graphic organizer. Students can determine the differences with fiction and nonfiction texts, examining relationships in a text, write summaries, sequence, find the story structures and the cause and effects (Adler, 2001). Visual aids and support in math are accommodations that can done for students who are struggling with reading. Visuals help students understand the problems or questions they are working on more deeply. Students begin to gain more confidence and are better problem solvers. The visual aids help to scaffold the student’s learning. The critical part of this is that teachers need to be able to explain why the students are using the graphic to fit the problem at hand (Institute of Education Sciences, 2023). When students struggle with reading, the students in science often lack the confidence to read out loud. Having the students follow along in their textbook or hand out as the teacher reads also allows them to learn how to track a text with their eyes or fingers. As a teacher, one can build more confidence in a student by letting struggling readers read words or passages that they can read well (Home Science Tools Resource Center, 2023). During social studies, somebody can make an accommodation to engage the learners with the words before somebody can read the text. Doing this can help the students build their
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