Guided Reading Analysis

In a math classroom, the teacher cannot neglect the need for providing a print rich environment. “Word walls are a technique that many classroom teachers use to help students become fluent with the language of mathematics. It is vital that vocabulary be taught as part of a lesson and not be taught as a separate activity” (Draper, 2012). Draper acknowledges the fact that words in mathematics may be confusing for students to study as “words and phrases that mean one thing in the world of mathematics mean another in every day context. For example, the word “similar” means “alike” in everyday usage, whereas in mathematics similar has to have proportionality” (Draper, 2012). Fites (2002) argues that the way a math problem is written drastically will effect a student’s performance, not just in reading the problem, but in solving the math equation as well. There is where the misinterpreting of different word meanings in math comes into play. Fites continues with the importance of understanding vocabulary not just in reading but for math as well with the correlation between improved vocabularies in math yields improvement on verbal problem solving

I chose this article because it specifically targets the inclusion of autistic students in general education classrooms. The evidence shows that having a child read social stories and practice social interaction through role play causes an increase in a child’s social behavior thus helping him or her socialize better with classmates and teachers. This builds a better foundation for a child to express his or her wants and

According to Barnes “Autism is found throughout the world in families of all racial, ethnic, and socio-economic backgrounds.”(Barnes 2015). Grandin also explains her experiences living with autism in her novel Thinking in Pictures. Grandin acquired her the ability to create and imagine through her visual thinking. In contrast, one barrier that hindered her was her inability to comprehend or associate social cues and emotion to a picture. With this in mind, Grandin using her natural talents to learn enabled her to push through what most people consider an accessibility issue.

This case study focuses on Connor, a Year One student diagnosed with Autism Spectrum Disorder (ASD). Observations and assessment of Connor’s specific needs, current level of performance and modifications to the learning and teaching environment currently being made to cater his individual needs will be analysed. Consequently, a range of teaching strategies, assessment strategies and resources to support Connor will be discussed and Individual Learning Plan (ILP) offered. Finally, a reflection on the strategies proposed and their influence on Connor’s learning needs will be detailed.

Guided reading is something that I found interesting that I would incorporate in a classroom. The first step, as the book states, is the teacher picking materials for their students to read. The teacher needs to make sure that they give each student a copy of the grade appropriate material. When the students are in the beginning stage of reading the teacher introduces new concepts/ vocabulary. This will help the students when they begin reading the material. Once the teacher has gone through the new concepts/vocabulary they let the students read the material. When the students are reading the teacher show keep I eye out for any students struggling with the material or for students that might have a question. The final stage of guided reading

Before completing the assignment of reading “Thinking in Pictures,” by Temple Grandin, I did not have much knowledge about autism. My only understanding was autism was some sort of neurological disorder that is seen similar to mentally handicapped individuals to someone with little understanding, like myself. I am very thankful to have been given an assignment like this one that gives me more knowledge of something I should already have in my line of work (though I am sure that was the whole purpose of the assignment, to educate the ignorant). I now have a better understanding of the cause, learning process and functioning of different levels of this defect.

Thinking in Pictures: My Life with Autism was written by Temple Grandin and originally published in 1995 in New York by Doubleday. The edition that I purchased was published in 2010 by Knopf Doubleday Publishing Group. This book was written as an autobiography about Grandin’s life as an autistic child and adult. It also includes general information about autism, reference based medical information, effects and symptoms of autism, and possible treatment plans. In this expanded addition, Grandin included updates after every chapter that provides up-to-date information on research, medications, and Asperger’s syndrome.

In this set of materials, the reading passage is a historical definition of the electoral system in the United States of America, and the listening passage describes some negative points of this electoral system.

For their study Spooner et al., 2014 used four male elementary aged students diagnosed with autism. The teachers at the elementary school selected participants; all four students were nonverbal ranging from age 8-12. The interventions were held in two Special Ed classrooms in an elementary school located in the southeast. Five other students and a paraprofessional were also present during interventions. Four books were chosen for the study and modified to include a repeated storyline in order to highlight vocabulary. The four books were Where the Wild Things are, Rainbow Fish, Stellaluna, and Officer Buckle, these books were chosen because of their inclusion in a research-based literacy curriculum (Browder, Ahlgrim-Delzell, Flowers, & Baker, 2012; Zakas & Schreiber, 2010). The books were modified to ensure content validity; there were six listening comprehension questions for each book. One of the six questions was randomly assigned to be used for each

The mind of an autistic person is fascinating and frightening because usually their actions can’t accurately express what their brain is thinking. It is frustrating to try and determine what a child with autism is trying to say, and often results in them being misunderstood. The Curious Incident of the Dog in the Night-Time, by Mark Haddon, tells the story from the perspective of Christopher Boone, a fifteen year old boy with autism. Chris is brilliant at math and science, but is unable to understand or express emotion. His difficult home life further contributes to his illness; he doesn’t have anyone at home who supports him and tries to help him. His teacher, Siobhan, is his only friend and the only person who tries to help him learn to

Autism and narrated distemper protect such a comprehensive range of capabilities that it is difficult to tribe their cognitive abilities as a block, but there are some common constituent. The guardian explores what cause teaching effectual for the lad with autism and ID specific characteristics of programs that fabric. The boy comes back to corrode the cake. They commonly find it stern to make friends or even bond with family members. Such judgment have generally shown that children with autism show off problems both in aspects of intelligence processing and in acquired enlightenment, with mayor difficulties in more verbatim mediated adroitness (Gillies, 1965; McDonald et al., 1989; Lockyer and Rutter, 1970; Wolf et al., 1972; Tymchuk et al., 1977). Many companions with on the spectrum agony with visible and verbose correspondence, which affects the dimensions of scholarship. This does not require sense.

The topic of investigation for this paper is effective techniques for helping students with Autism Spectrum Disorder (ASD) succeed in school. Communication and socialization were the two areas of focus. If students with ASD are helped in these two areas, the likelihood of success in school increases. With ASD increasing, literature reviews with effective techniques can assist school personnel in selecting the best options for students with ASD in less time than completing formal research. This is a topic of interest to me, because of two reasons. One reason is my work

Having a family member with the disorder of Autism has made me question how people can cope with this type of syndrome. As I am continuing my education I have decided to work as a therapist who diagnose and treat such children with disabilities. As I researched books in the psychology section, I was able to find a book that will extend my knowledge in my career and answer my questions of Autism. Author Liane Holiday Willey is a Parkway North, 1977, graduate that has a Doctoral on education (Ed.D). At the age of thirty-five she was diagnosed with Asperger’s Syndrome, and now she is a professor of psycholinguistics, a motivational speaker and a sponsor of therapy programs. As a woman with Asperger’s syndrome, she is dedicating her career to educate people around the globe about the high-functioning autism in woman. Not only did she experience growing up and living with the disorder but also dealing with her youngest daughter

There has been an increase in the number of children diagnosed with autism or other autism spectrum disorders. It is likely as an educator that you will have at least one child with this diagnosis in your classroom. This paper explores some of the methods used to teach autistic children.

Autism or Autism Spectrum Disorder is one of many developmental disabilities that affect students learning. In fact, in the United States, Autism is the fastest-growing severe developmental disorder (“What is Autism,” n.d.). Also, the prevalence of Autism Spectrum Disorder is 1 in 68 children and the prevalence in boys is 1 in 42 children (“What is Autism,” n.d.). Furthermore, Autism Spectrum Disorders also affects the way a child learns and over the years, several teaching strategies have been developed to help teachers to effectively educate students with Autism. Research has also been conducted to develop and test new teaching strategies for Autism and continues in playing an important role in the education of students with Autism.