Last edited by Tek
Monday, October 5, 2020 | History

7 edition of Effective reading instruction for slow learners found in the catalog.

Effective reading instruction for slow learners

by Donald C. Cushenbery

  • 186 Want to read
  • 28 Currently reading

Published by Thomas in Springfield, Ill .
Written in English

    Subjects:
  • Slow learning children.,
  • Reading readiness.,
  • Reading.,
  • Language arts.

  • Edition Notes

    Bibliography: p. 137-147.

    Statementby Donald C. Cushenbery and Kenneth J. Gilreath.
    ContributionsGilreath, Kenneth J., joint author.
    Classifications
    LC ClassificationsLC4661 .C87
    The Physical Object
    Paginationix, 167 p.
    Number of Pages167
    ID Numbers
    Open LibraryOL5296069M
    ISBN 100398025436
    LC Control Number72075914
    OCLC/WorldCa524347

    Direct, systematic, intensive instruction with emphasis on word level skills (phonemic analysis, structural analysis) works This instruction needs to be active, engaging, and will be most effective if done in small groups Powerful instruction is motivating – the students can sense that they are becoming more capable readersFile Size: KB. Share fhis: ` For a downloadable PDF, click here. For a downloadable PDF in Spanish, click here. The most difficult problem for students with dyslexia is learning to read. Unfortunately, popularly employed reading approaches, such as Guided Reading or Balanced Literacy, are not effective for struggling readers. These approaches are especially ineffective for students with [ ].

    Teacher Read-Aloud: This activity, says Julie Adams of Adams Educational Consulting, is "perhaps one of the most effective methods for improving student fluency and comprehension, as the teacher is the expert in reading the text and models how a skilled reader reads using appropriate pacing and prosody (inflection)." Playing an audiobook. Slow Learner's introduction--probably the most valuable piece in the whole collection--is largely an apology for the work within. these five stories were the product of an adolescent mind, an apprentice writer, Pynchon explains, still developing his voice, exploring ideas and concepts on the page, working out the kinks. he is a tough critic /5.

    FURTHER READING Books offering advice on effective reading are available in the Study Skills collections in the Learning Centres and as part of our e-book collection. Cite this work: Skills for Learning () Guide to effective reading [online]. Wolverhampton: University of Wolverhampton. [Accessed give date accessed]. Reduce the Worst Reading Practices and Increase the Best. Research tells us that in order for students to achieve high reading gains. and become lifelong readers, reading comprehension (the goal of all reading instruction) and reading enjoyment must be the top two goals (Greer, ). More than anything else, we want our students to enjoy Size: KB.


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Effective reading instruction for slow learners by Donald C. Cushenbery Download PDF EPUB FB2

Describing the slow learner --Building a general body of reading skills --Promoting reading readiness for the slow learner --Evaluating reading competency --Developing word-attack skills --Constructing a program of comprehension for the slow learner --Training in perceptual motor skills --Motivating the child to read --Materials for teaching.

Effective Reading Instruction. M astery of reading requires developing its highly interrelated major component skills: decoding, vocabulary, fluency and comprehension. These components are discussed separately below, but they work together in the process of reading.

Effective reading instruction explicitly and systematically targets each component skill that needs to be. Effective reading instruction: encompasses a range of teaching practices that provide varying levels of support at different points of need – these practices include modelled reading (including thinking aloud), shared reading, guided reading and independent reading; uses these teaching practices to provide explicit instruction in comprehension.

Effective Interventions for Struggling Readers (Second edition, ) A Good Practice Guide for Teachers This NEPS Good Practice Guide was developed by educational psychologists. It is based on current knowledge in this area. It is intended as a guide only. Not all the suggestions here will apply to any one student or situation.

You may have heard of the “reading wars,” a decades-old debate about how children best learn to read. Back in the s and s, some educators argued that phonics-based instruction, with its focus on the rules of decoding words, was the most educators said that phonics instruction bored students and didn’t build a love of reading.

among slow learners and provides some of the remediation that may be necessary. Incorporate Individualized Learning Materials Slow learners respond favorably to frequent reinforcement of small segments of learning.

Therefore, programmed texts and interactive computer instruction often are effective in remediation of basic skills of slow Size: 62KB. rent state of reading instruction. Part of becoming a master reading teacher is to understand our historical roots, so we begin there.

In the balance of the chapter we consider the fundamental characteristics of effective reading instruction. Shutterstock M01_RAYR_03_SE_Cindd 6 2/17/12 AMFile Size: KB. Special literacy events and celebrations can be a great way to get kids excited about books and reading. But for kids who struggle with reading, these kinds of events can challenge their self-confidence.

Here are 15 strategies to help you plan a successful, joyful reading event for all kinds of readers and learners. User Review - Flag as inappropriate Deresu Books Slow Learners: Their Psychology And Instruction G.L. Reddy - Slow learning children - - pages Contents: Concept of Slow Learners, Identifying Slow Learners, Intellectual Development of Slow Learners, Emotional Development of Slow Learners, Educational Programmes for Slow Learners, Teaching 5/5(3).

Effective Writing Instruction. P eople write for a variety of purposes—including recording, persuading, learning, communicating, entertaining, self-expression, and reflection—and proficiency in writing for one purpose does not necessarily generalize to writing for other purposes.

In today’s world, proficiency requires developing skills in both traditional forms of. Things like patience, dedication, and encouragement are certainly cornerstones of teaching reading to primary learners.

But having an arsenal of effective reading strategies is also incredibly helpful. Now, don’t get me wrong I don’t think there’s one magic solution or perfect formula for teaching reading. 10 percent are slow learners in a classroom. Characteristics of slow learners In general, slow learning students may exhibit some or all of these characteristics, depending on their age and degree of problems acquiring knowledge at school.

First, slow learners are recurrently immature in their relations with others and do poorly in Size: 39KB. It's time for the elements of effective instruction described here to be offered more consistently to every child, in every school, every day.

Remember, adults have the power to make these decisions; kids don't. Let's decide to give them the kind of instruction they need. Allington, R. What I've learned about effective reading. Attribution retraining (i.e., helping students realize their efforts lead to desired outcomes) coupled with strategy instruction has been found to be effective for helping low achieving students improve on their use of reading strategies (Carr & Borkowski, ).

Literacy activities should be authentic, integrated with other content areas. In schools with effective classroom reading instruction, students receive regular brief reading assessments so that their reading growth can be monitored.

These assessments typically include having students read text for 1–2 minutes and calculating how many words they read correctly during that time (see Fuchs, Fuchs, Hosp, & Jenkins, Reading instruction for ELLs is most effective when both basic and higher-order skills are included on a daily basis.

English language learners can benefit from sound reading instruction even before they are fully proficient in English as long as the instruction is comprehensible (Geva, ; Hudelson, ; Linan-Thompson et al., ). The Knowledge and Practice Standards for Teachers of Reading is a comprehensive evidence-based resource that outlines the knowledge and skills that all teachers should possess in order to deliver effective instruction and ensure that all children become proficient readers.

CERI certifications are designed for general education professionals. Skills in reading enable learners to benefit from edu-cational activities, and to participate fully in the social and economic activities in which they take part. In addition, reading is fundamental to progress and success in all other school subjects (Irwin, ).

Reading development involves the participation of children, parents, edu. Center on Instruction English Language Learners Strand Texas Institute for Measurement, Evaluation, and Statistics University of Houston This is Book 1 in the series Practical Guidelines for the Education of English Language Learners: Book 1: Research-based Recommendations for Instruction and Academic Interventions.

ImprovIng Adult lIterAcy InstructIon Developing READING and WRITING d rawing on the latest research evidence, this booklet, Improving Adult Literacy Instruction: Developing Reading and Writing, gives an overview of how literacy develops and explains instructional practices that can help adults learn to read and Size: 1MB.

We know much less about effective strategies for teaching adults to read. The National Reading Panel (NRP), using an exacting screening process, found more than studies to review.

By comparison, the Reading Research Working Group found only about 70 studies on adult reading instruction and assessment that met the criteria for quality research.THE EFFECTIVE REMEDIAL READING PROGRAM Marilyn Nederveld An effective remedial reading program is one that is directed by a highly trained remedial instructor and has gained the cooperation and support of teachers, administrators, and parents.

The effective ness of such a program is achieved only by long range planning in.This book is an introduction to research-based principles of reading instruction for instructors in adult education and literacy classes.

It is intended as a first resource for those with little knowledge of reading instruction and is written with the needs of teachers in mind--those who want to improve their ability to provide reading.