The Supplemental Enrichment Program Is A Comprehensive Reading And Language Arts Program

Many students were reading below grade level, and Tyner needed an intensive reading model that could fill in the gaps of each student’s literacy. She began using a basal reading program called Early Steps (Morris, Tyner, & Perney, 2000). Tyner decided to use some of the components of Early Steps to develop her own reading model that would focus on the needs of beginning and struggling readers. The Small-Group Differentiated Reading Model consists of a framework specifically designed for beginning and struggling readers so that they may progress through the appropriate developmental stages and become proficient

The method describes the participants as two children diagnosed with autism and had language skills that were appropriate for the Social Stories intervention. The participants were in two different general education kindergarten classrooms, full-time at a public elementary school. The fist participant, Matt, was a 6-year-old Asian American boy who had a teaching assistant assigned to his classroom and the second participant, Ted, was a 5-year-old Caucasian boy who had a teaching assistant assigned to accompany throughout the school day. The participants received training sessions one to four times per-week that were conducted in private rooms for 10 to 20 minutes in the morning before class at each participant’s school. The participants only read Social Stories that only pertained to their individual targeted behaviors for intervention. The stories used had no pictures, only large text on white paper. The participants were read one story per

The essential literacy strategy goes along with the standards and learning objectives by using context clues to help the student figure out unknown or unfamiliar words. Students will build reading comprehension skills by using context clues for figuring out unknown or unfamiliar words while they are reading. Then the students will perform the strategies individually. The related skills address the use of prior knowledge of synonyms and antonyms during the hook and transition portion of the lesson. The reading and writing connections go along with the learning objectives, because the students will read their assigned book and picking out words they do not understand. The students will have to write the sentence with the unknown word in it, and use context clues to figure out the definition of the unknown word. The central focus for this unit of study is for the students to use context clues to better their comprehension of what they have read in their assigned books. The students will be able to use context clues within sentences to determine the meaning of unknown or unfamiliar words. These lessons deal with comprehending text by using context clues to help figure out unknown words. The lessons build off each other by adding more detail to learning about context clues. As the lessons progress the students will be more independent when using context clues. The first lesson is learning about what context clues are. The second lesson will focus on using context clues to figure

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.

According to the Georgia Department of Education, the Georgia State School Board of Education adopted a new set of standards known as the Common Core State Standards for English Language Arts. Since the Common Core Standards State Standards assess the same English Language Arts standards as the Georgia Performance Standards, Georgia’s curriculum is called Common Core Georgia Performance Standards. Of the ELA standards for first grade, one requires that students be able to ask and answer questions based on the details in a text. This standard also requires that the student be able to retell stories, including details, and demonstrate comprehension. This could be an issue for special needs students. Students with a learning disability in reading often have difficulty comprehending texts in books and other reading material that is written at their grade level. However, there are many strategies to use to improve reading comprehension in struggling readers. With the increase use of technology, my review is written to determine if pre-recordings readings are more effective than teacher-led read aloud in improving comprehension skills of students with disabilities.

Two researched based journal articles offer therapy techniques which benefit students with intellectual disabilities. The first article, describes a functional curriculum which aims in strengthening practical skills students with ID need to become independent in society such as shopping, cooking, directions, and ordering food (TEXTBOOK). During the therapy session with the two young girls, the SLP went over map reading and how to understand directions. According to the SLP, the exercise was aimed to assist the two students in case they were ever lost and needed to follow directions on a map. Unfortunately, those who have intellectual disabilities have difficulty with obtaining employment, adjusting to their life post schooling, and living independently. Thus, including these functional techniques in middle school can help them effectively transition into adult life. The second technique known as instructive feedback can teach students with intellectual disabilities more information about a target topic (TEXTBOOK). An example of instructive feedback begins with a student reading the word “directions,” the teacher gives positive verbal reinforcement and then adds information to the word stating, “if you get lost you can ask for directions from a map to find your way home.” According to ------, studies have shown that instructive feedback helps students with ID learn additional information without overlooking target information (Olivia Loughery, T., Betz, A. M., Majdalany, L. M., & Nicholson, K. (2014). Using instructive feedback to teach category names to children with autism. Journal of Applied Behavior Analysis, 45, 425–430.) As teachers, displaying positive reinforcement and instructive feedback helps all students with embedding categories and relationships in their stored

S: Page 313 is mainly about speaking and listening with children that have autism spectrum disorder (ASD). Children with ASD need a lot of support in communication, and they also have trouble listening. There are many excellent tips on page 313 for speaking and listening.

The No Child Left Behind and the Individuals with Disabilities Education Act entail that students with disabilities or special needs to be open to the overall education and determine the progress of the child. Three unsurpassed practice strategies for supporting young children on the autism spectrum (including Asperger's Syndrome) in an early learning environment. The first strategy is reinforcement. Reinforcement is a critical strategy of evolving and maintaining the enthusiasm of this type of student. A teacher must use objective or actions that the students would like or enjoy that can be obtainable behavior. In my field experience observed I have seen the Pre-K teacher use the computer and smartboard to interact with the class as well

REWARDS stands for READING, EXCELLENCE, WORD, ATTACK, RATE, DEVELOPMENT, and STRATEGIES. The REWARDS reading family of reading and writing (needs reworded somehow, take out the first reading)interventions are specifically designed for adolescent struggling learners. Educators nationwide are raving about the success and results(being seen) with the REWARDS program. It is a short-term intervention that results in long-term literacy achievement. The REWARDS reading program is a research-based and validated reading and writing program. The REWARDS program has 3 components or “steps”. The program family includes REWARDS Multisyllabic Word Reading Strategies Intermediate and Secondary, Rewards Plus Reading Strategies Applied to Social

Despite some high profile Inclusion debate relating to the type of setting in which children with ASC should be educated , it is expertise in autism that is important to parents (Batten et al, 2006).

With its tremendous benefits, the Balanced Literacy Approach that has been adopted by the Houston Independent School District and many others may have possibly overlooked a key component to the implementation and success of the program: the need for explicit (direct) reading instruction in decoding, vocabulary, and comprehension for reading growth. This is especially true of at-risk students who may be one or more grade levels behind in reading. To better understand the impact of direct instruction its effectiveness in improving the reading achievement of at-risk students, an action research was conducted at one of HISD’s elementary campuses.

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.

The use of Social Stories was pioneered by Carol Gray in 1991 and is being widely used with children Autistic Spectrum Disorder. Social Stories provide the student with accurate information regarding situations s/he encounters.

My philosophy of literacy is centered on providing a learning environment rich in authentic literature, instruction that is engaging, fun, and balanced, collaborative, and also involving families in the child’s education. My ultimate goal of literacy instruction is to help children become lifelong readers and writers by providing the skills necessary to comprehend, construct, and make meaning of text, speak, and write. (Torgesen, 2002). According to the National Reading Panel, there are five essential components that must be taught in effective reading programs: phonemic awareness, phonics, fluency, vocabulary, and reading comprehension. (Reading Horizons). According to Konza (2014), reading instruction should be changed to six foundational reading elements, adding oral language and early literacy. I also believe that early literacy should be