Webliography: Websites, Links and articles on Learning Disabilities and families
Sha’Vonne J. Walker
North Carolina Central University
Abstract
Pikes Only for Module 6
One paragraph, single spaced, do not indent. single space citations and complete quotes
Ldpride.net is a website that provides information on Learning Disabilities. The website defines LD as a term used to describe “a wide range” of learning and/or social impairments (Bodgod, 2015). The impairment can affect a student’s ability to process information, reasoning, coordination, recalling facts and or social information, organizational skills. This site gives information of reference to the various types of learning disabilities as well as incite on how
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This site lists characteristics for teachers to watch for, many strategies and resources to assist students with overcoming the learning disability (ies).
Fluency and Comprehension Gains as a Result of Repeated Reading – A Meta Analysis, an article written by William J Therrien examines the strategy of increasing fluency through multiple sessions of repeated reading. Through his findings he was able to prove that this technique is helpful to both non disable readers as well as those with learning disabilities. These reading sessions are conducted by adults or student peers. They consist of a period of modeling in which a reading passage is read by student peers to the student in the intervention. Corrective feedback is given, there is a performance criteria, a comprehension component, and charting to show student progress. The author includes the statistics for the success of this repeated reading program and encourages its use for non-disable students as well as students diagnosed as learning disable (Therrien, 2004).
I selected this particular article to find out what exactly the study produced. I was responsible for conducting reading interventions in a school in which I was formerly employed. One of the programs that I was responsible to implement is a repeated reading program, called READ Naturally. The
he most fundamental responsibility of schools is teaching students to read. Indeed, the future success of all students hinges upon their ability to become proficient readers. Recent scientific studies have allowed us to understand more than ever before how literacy develops, why some children have difficulty, and what constitutes best instructional practice. Scientists now estimate that fully 95 percent of all children can be taught to read. Yet, in spite of all our knowledge, statistics reveal an alarming prevalence of struggling and poor readers that is not limited to any one segment of society:
LD Online is a website on learning disabilities, learning disorders and differences. LD online stands for Learning Disabilities online. Parents and teachers of learning disabled children can find guidance on attention deficit disorder, ADD, ADHD, dyslexia, dysgraphia, dyscalculia, dysnomia, reading difficulties, speech and related disorders, and so much more. This website can be very bennififical to students, teachers and parents of learning disabilities because it provides information on what a learning disability is, the common signs of learning disabilities, how to respond to these types of disabilities, parent tips, and lastly help and guidance for all teachers, students and parents. LD online offers accurate and up-to-date information
There are many different types of learning disabilities; the most common ones are dyslexia and attention deficit disorder. (Jerome Rosner. –third ed. 1)
Reading is a means of language acquisition, of communication, and of sharing information which is essential in being a productive member of society. If and when a student missed an opportunity to learn the skills necessary for reading, it’s has a profound impact on their lives. As educators we realize that teaching all children to read requires that every child receive excellent reading instruction. We are also aware that children, who are struggling with reading must receive
Learning disabilities are neurologically based processing problems that can interfere with higher-level skills such as organization, time planning, abstract reasoning, long or short-term memory and attention. (Pardun, 2015)
Learning Disabilities Association of America. (2004). Learning Disabilities: Signs, Symptoms and Strategies. Retrieved June 18, 2012, from HYPERLINK "http://www.ldanatl.org" http://www.ldanatl.org.
Rasinski explained his findings in lame mans terms by saying “repeated practice in reading, better known as repeated readings or rehearsal, improves automaticity, prosody, and comprehension. This practice has terrific potential for improving students' proficiency in reading (Fluency First).” Rasinski sees fluency as the key unlocking untold reading skills, however the difficult part is putting his theoretical teaching methods into actions. Rasinski’s theory breaks down into six key teaching aspects. The first key to teaching his fluency concept is Modeling fluent reading for students, reading passages smoothly and elaborately (Fluency First). Second, is Directing instruction and feedback in fluency, the key is not allowing children to practice bad habits that become hard to break (Fluency First). Third, Providing support for the reader, not allowing children to get to the frustration point. Fourth, Repeating readings of one text and fifth, cueing phrase boundaries in texts (Fluency First). The sixth is the largest challenge engaging, students in readings and performance to promote students’ word recognition and comprehension. These six keys are hoe Rasinski’s puts his fluency theory into the classroom.
In the article, “Learning Disabilities”, the main subject that is talked about are learning disabilities. Learning disabilities are problems that interfere with the brain processing, receiving, analyzing, and storing information. This type of disability can make it difficult for someone to learn as fast as someone else of the same age. There are many learning disabilities and students that have one disability, probably have another type of learning disability too. Some learning disabilities can hinder a person’s ability to focus and concentrate and can cause a person’s mind to wander off too much when in school or anywhere else. Some other learning disabilities can make it troublesome for someone to spell, read, write, or even solve math problems.
Do you know anyone who suffers from a learning disability? There are several disabilities out there, so chances are you must know someone who battles with the day-to-day hassles. But, are learning disabilities really a hassle? More often than not, this can be considered a misconception. Learning disabilities (LD) affect the way a person “of at least average intelligence receives, stores, and processes information” (NCLD 2001). This neurological disorder prevents children especially from being able to perform well academically. Therefore more time and special programs are fostered to them. Once one is educated about what the disability means, the causes of LD, what programs are available to
The Timed Repeated Reading method provides the reader the opportunities to read a short text multiple times. Accuracy and comprehension are not the initial goal of this method. The main goal of the repeated reading method is to improve fluency. Fortunately, the multiple reads of the same text ultimately addresses accuracy and comprehension. Through the implementation of the timed repeated method, word decoding accuracy is developing, therefore improving automaticity. One-minute timings encourage students to read at appropriate rates. The students read short texts for one–minute; record scores on a graph, and discusses the data with the teacher. Providing a visual of the reading progress and verbalizing successes is rewarding and motivating
this book examines learning disabilities and how students react to the growing recognition that they are different. "...ability to learn to read, write, spell -- dyslexia, to do mathematics-- dyscalculia, and to write-- dysgraphia." (Brinkerhoff, 2004, pg. 17). These differences do not preclude success. these books are written to promote self-acceptance in students with learning disabilities. This focus on normalization of differences would be beneficial in any classroom. Students with disabilities need support on a social and emotional level, not just an IEP for their education needs.
Numerous interventions have been implemented to help students with reading disorders achieve success in reading. Estevas and Whitten (2011) state that teachers are responsible for providing a variety of methods of instruction and intervention that are effective in remediating difficulties with reading. Assisted reading with audio recordings is mentioned as one such intervention that has been proven to be effective for students with reading disorders (Estevas & Whitten, 2011). Assisted reading occurs when students listen to an audio recording of fluent reading as they read along. Not only does this method help students increase fluency, it also allows older students access to grade level text. The authors suggest using assisted reading with audiobooks to increase the effectiveness of sustained silent reading time in the classroom. The research findings related to assisted reading show that this intervention improves reading fluency and promotes comprehension for struggling readers (Estevas & Whitten, 2011).
Although this article provided a summary of existing research on the differences in reading performance levels, the bulk of the literature review was between 10-39 years old from the time the research was conducted. The criterion for any science research, including education, is a literature review of sources less than 10 years old, since science is extremely dynamic. However, Firmender, Reis, and Sweeny (2013) cited that insufficient current research exists on the observed differences of students’ reading comprehension and fluency levels in diverse classrooms.
The method was developed as a result of research on the increase of reading fluency rates when students read along while listening to an adult reader in a process termed the Neurological Impress Method. Later, the concept of reading along with a fluent model was extended to partnering dysfluent readers with fluent
“Learning disabilities refers to a variety of disorders that affect the acquisition, retention, understanding, organization or use of verbal and/or non-verbal information. These disorders result from impairments in one or more psychological processes related to learning, in combination with otherwise average abilities essential for thinking and reasoning. Learning disabilities are specific not global impairments and as such are distinct from intellectual disabilities." (Learning Disabilities Association of Ontario, 2001). According to the mentioned association, learning disabilities range in severity in one or more of the following skills: oral language, reading, written language and mathematics. There are various types of learning disabilities such as Dyslexia, Dysgraphia, Dyscalculia and Dyspraxia.