Cognitive Vs Multisensory Intervention

Today I am here to talk to you all about a problem that is sweeping the nation. Cursive is a type of writing that is being forgotten due to the fact that numerous schools around the country are trying or have removed cursive. Schools around the country are trying to remove cursive from their school curriculum. Little do the all people know that cursive enhance brain development quicker in children who write in cursive. Studies have shown that children who write in cursive have had a quicker brain development in areas such as language, memory and thinking. Schools were struggling on how the staff could help the children who suffer from dyslexia increase their grades. Therefore, a school in Minnesota conducted an experiment on the children who struggle with writing, recognizing letters and reading. The experiment consisted of gathering children from a variety of age ranges. The kids were told to write all their work in cursive for a month and the teachers were instructed to record their progress. At the end of the month the teachers were told to compare their grades from this month and last month. The study indicated that the kids had major improvements in their grades. The researchers concluded that cursive increased their level of thinking. A researcher in Texas indicated that children who write in cursive have a faster brain development than the children who only write in cursive. I want to talk about how cursive can make a big difference in your brain development and help

With one child I was supporting them whilst writing their own name. By the end of the activity they were all using a pencil and holding it effectively to form recognisable letters.

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:

The development of writing skills largely relies on fine motor skills. First the child must master the holding of writing implements (Huffman & Fortenberry, 2011). There are four stages in the development of holding a writing implement and depending on the culture the child grows up in, the final stage may be attained at an earlier time (Walcer, 2016a). The last stage of learning to hold a writing implement is called the dynamic tripod. In this stage the child has finger coordination and displays a mature way of holding a writing implement (Walcer, 2016a). The dynamic tripod is usually present at the same time that the mature writing pattern is observed,

The type of assessment tool that would be used to measure students’ fluency is DIEBELS Oral Reading Fluency (DORF). The target intervention for the four students is improving their reading fluency to a 2nd grade level. DORF is a standardized test that measures student performance of reading word from the grade level by being timed for 1 minute. Students are instructed to read a passage as best as they can while the teacher is monitoring how many WPM they can read accurately in 1 minute. DORF also asks students to describe what they just read to allow a more accurate *** of students level or reading and avoid students reading quickly because they know they are being timed. (**p.32-33). The selecting of DIEBELS DORF was selected based on the

This study validated the use of co-teaching handwriting with the teacher and therapist embedded in the classroom to provide handwriting intervention. The students in the Write Start program with the therapist embedded in the classroom demonstrated improvement in legibility, handwriting and speed. The increased legibility of written work through development of writing could possibly provide success when demands for writing increase; increasing academic participation and

Teachers, who are aware of children becoming emergent writers, can better understand the amount of effort and concentration required. Teachers can appreciate the value of observing children’s early writing for evidence of children’s developing phonological knowledge of written language.

Several studies have been conducted on reading disabilities, looking at the possible causes and treatments of this neurological difference. McArthur, Ellis, Atkinson, and Colheart (2008) employed the use of the computer program Fast ForWord Language ® to train and develop the children’s skills needed for reading. Register, Darrow, Swedberg, and Standley (2007) utilized the general music classroom. Register et al. developed a specialized curriculum that targeted

Writing is a complex social and cognitive process and requires fine motor coordination. Students with learning disabilities (LD) and Attention Deficit Hyperactivity Disorder (ADHD) struggle with remembering what to write, rules involved in writing, or facts needed for the writing prompt. Students with LD and ADHD require explicit and direct instruction in writing. In Head Start, we use a program called Handwriting without Tears. Handwriting without Tears is a scientifically based program used to teach young children how to form letters using a variety of methods. Many students with LD and ADHD struggle to learn the mechanics of writing, such as capitalization, rules such as I before E except after C, or write about scattered facts they have

School-age children with fetal alcohol spectrum disorders (FASD) have complex clinical profiles and often struggle to socially communicate in effective and successful ways (Coggins, Olswang, Carmichael Olson, & Timler, 2003). It has been estimated that elementary school–age students may spend up to one-quarter to one-half of their school day engaged in paper-and-pencil tasks, which include handwriting (McHale & Cermak, 1992). Difficulties with handwriting can affect many aspects of a child’s participation in class. For example, poor handwriting can increase frustration with and avoidance of classroom tasks, thereby negatively influencing behavior (Kern & Bambara, 2002).

Effect size (ES) is the magnitude of the difference between groups. The effect size is the results of two different intervention groups between the average or the mean. Moreover, the effect size is the main finding for any study. The effect size should be written in the abstract and the result section for any study.

incompletion. Further breaking down the letters into simpler steps has been proven to promote writing

Many students around the United States have reading difficulties, which can be due to a variety of reason such as: low socioeconomic status, family history of learning disabilities, a neurological disorder, limited exposure, etc. Reading difficulties can lead to further problems with education and learning, therefore the struggles should be addressed and intervention techniques should be implemented promptly. The interventions need to be individualized for the student based on their needs in order to improve the student’s reading to the best of their abilities.

An experimental and a control group were used, each consisting of seven children. Five normed tests were administrated to the children. The general trend was that the experimental group advanced faster than the control group in Distractibility, Overactive behavior, Reading improvement, Left/right confusion and Misinterpretation of questions. The way it works is the child listen to specially filtered

Children as young as 4 years old show the benefits of hand writing before they are even able to read or write actual words. Advantages to writing by hand include better letter memorization and better memorization of shapes in 4-year-old children. (Longcamp in Sulzenbruck 2011) There is a greater association with reading and memorization related with hand writing as opposed to typing. (Longcamp in Wollscheild 2016) Also, hand writing leads to better development in both reading and math and provides a foundation for further academic achievement.