Who Will Teach Johnny To Read courses; they contract with community colleges to teach the courses on every universitycampus. California statutes deem remedial instruction an essential and http://www.sharpermindcenters.com/articles/who_will_teach_johnny_to_read.htm
Extractions: ADD / ADHD, Dyslexia. It's a family issue. Improve grades and self-esteem. Evaluation and non-drug therapy that really works! WASHINGTON About 30% of first-time college students take remedial courses became they can't read, write or do math adequately. At community colleges, the percentage is often much higher-and it's rising. Is this a problem? Or is it a solution? A vocal band of politicians and college trustees see it only as a problem. Florida's legislature now requires students who flunk a remedial course to pay triple the normal tuition the second time. "Surely the taxpayers shouldn't pay for you to take" a remedial course again, says legislator Robert Shindler. Elsewhere, legislators talk of charging high schools the cost of teaching their graduates the basics. A few congressmen fret about giving financial aid to students who are learning to read in college.
Remedial Academic Instruction Center offers high quality, remedial academic instruction for children with learning disabilities skills course is designed to teach study skills and organizational strategies to http://sidlc.org/remedialinstrct.htm
Extractions: How you can help... Services: Multi-disciplinary Academic Planning Parent Education Remedial Instruction ... Teacher Education Reading and Written Language Instruction: The Center offers high quality, remedial academic instruction for children with learning disabilities in reading and writing after school and through the summer. The instruction is provided in small groups using a curriculum entitled LANGUAGE! The groups typically meet on Monday through Thursday for one hour, twice a week sessions after school. The summer session groups meet for an hour and a half twice a week. The year is divided up into 3 10-week sessions during the school year and one nine week session over the summer. PARENT CLASSES Classes for parents regarding the strategies for instructing their children in reading and writing are also offered. See the parent classes page. THE APPLICATION PROCESS The instruction offered is primarily for the child with a learning disability in reading and/or written language. In order for the Center to ensure that the child is receiving instruction that is tailored for him/her the Center administers a reading-screening test to each child. If the screening results indicate that the child would benefit from the Center's classes, the child is placed in a group that is matched to his/her age and ability. Families only need to call to schedule a screening time. The price of the screening is $25.
Constructivist Teaching VS Direct Instruction allows teachers to provide effective help through remedial instruction. Direct instruction is very efficient when be told what to teach and when to teach it. All of http://ematusov.soe.udel.edu/final.paper.pub/_pwfsfp/0000017b.htm
Extractions: Remote Name: There are many differences between Constructivist Teaching and Direct Instruction. Some educators tend to use one method over the other, while others combine the two. As a future teacher, it is important to know and understand both of these teaching methods. It is also crucial to find which method works best for particular subjects. My goal in this project is to find out what actual teachers feel about these two approaches and how they use them in their own classroom. Constructivism: Learner-Centered Instruction In Constructivist Teaching learners construct their own understanding rather than having it delivered or transmitted to them. Learners use their own experiences to construct understandings that make sense to them. New learning depends on prior understanding and is interpreted in the context of current understanding, not first as isolated information that is later related to existing knowledge. Learning is enhanced by social interaction. Social interaction in constructivist lessons encourage students to verbalize their thinking and refine their understandings by comparing them with those of others.
York Press - Books By Category Encoding English Words; Dyslexia Theory and Practice of remedial instruction; EnglishIsn t Crazy The Elements of Our Language and How to teach Them; Keystone http://www.yorkpress.com/books_cat.htm
Computer-Assisted Instruction Call for using sight, hearing, and touch. teach in small increments students, performed best with mastery treatments and when remedial instruction varied from initial instruction http://www.nwrel.org/scpd/sirs/5/cu10.html
Extractions: May 1991 Close-Up #10 Kathleen Cotton "There was a time when computers were a luxury item for American schools, but that time has clearly passed." Bangert-Drowns, Kulik, and Kulik, 1985 INTRODUCTION Not so long ago, the microcomputer was a rare and exotic sight in American classrooms. Then, during the 1970s, many schools began acquiring microcomputers and putting them to use for instruction, drill and practice, recordkeeping, and other applications. The use of microcomputers expanded rapidly during the 1980s. Between 1981 and the end of the decade: "The information age' has clearly arrived," notes Kinnaman, "and in the '90s the educational use of computer technology will surely continue to grow." While this is no doubt an accurate prediction, many educators, legislators, parents, and researchers have expressed concern about the educational effectiveness of using microcomputers in schools. Because the acquisition of computer hardware and educational software programs involves a considerable monetary investment, these groups want assurance that computers in the schools are more than expensive and entertaining toys; they desire evidence that educational microcomputer use truly enhances learning in demonstrable ways.
York Press - More Best Sellers information on testing and two additional remedial programs. decisions about themethods of instruction for students of Our Language and How to teach Them by http://www.yorkpress.com/bestsellers.htm
Extractions: Paper $28.00 This is the second edition of Dr. Clark's best selling classic. Dr. Uhry has brought each chapter up to date and has added new material including information on testing and two additional remedial programs. It is written for teachers and individuals with dyslexia, for students who plan to work with these individuals, and for other professionals who make decisions concerning instruction for children and adults with dyslexia. This book will help in making informed decisions about the methods of instruction for students who have dyslexia and about the potential value of each approach. Drs. Clark and Uhry provide a background for these decisions and then discuss each method thoughtfully. Part I examines the recent research on the psychology of reading and reading development, the nature of dyslexia, and testing for dyslexia. more English Isn't Crazy: The Elements of Our Language and How to Teach Them
Extractions: Policy Issues... -Education -Environment -Social Policy -Transportation Publications... -Crime/Public Safety -Education -Electricity and Telecomm. -Environmental -Government Reform -Health and Social Services -PrivatizationFederal -PrivatizationState and Local -Privatization Periodicals -Space -Solid Waste -Surface Transportation -Water and Wastewater By Lisa Snell with Lindsay Anderson Executive Summary The federal government currently spends approximately $8.2 billion dollars per year on Title I remedial education programs. Title I is designed to meet the educational needs of economically disadvantaged children and improve student achievement. The program funds remedial reading and math instructional programs and is designed to help children who live in or near poverty. Title I also has huge funding discrepancies from one school district to another. Title I allocations to the states vary because of the complex formulas that govern the program. For example, Oklahoma receives $576 for each student below the poverty line, while Vermont receives about $1,326. Among large metropolitan areas, the variation in the distribution of Title I dollars is also significant. For example, Phoenix, Arizona, receives $570 per poor student, while Boston, Massachusetts, receives $1,045. In light of the failure of traditional Title I programs to raise student achievement, the U.S. Department of Education has shifted its focus away from individualized instruction to programs that reform an entire school. Schoolwide programs, especially externally developed "models," are being overemphasized with little research evidence backing their superiority. Schoolwide programs also make measuring individual achievement, which is required by the tougher accountability standards in the 1994 reauthorization and the pending reauthorization difficult. Whole-school assessment cannot isolate which specific programs (like Title-I interventions) are responsible for increases or decreases in student achievement.
Extractions: W hen you think of vocabulary, there is a good chance that you think of long lists of words from social studies or science textbooks, spelling word lists, or even the humongous lists of terms to study for college entrance exams. Zillions of flash cards also may come to mind. No doubt you share the common childhood experience of having to "go look up the words in a dictionary, write the definition, and then write a sentence using the term" but how much of that vocabulary do you remember now? Do you remember how you could rote copy the definition of a term as part of a homework assignment, but have no real idea what the definition meant and still get an 'A' on the assignment? Perhaps the least effective way to study vocabulary is the ''look and remember' technique. Here, students typically stare at the term and definition, apparently trying to activate photographic memory they wish they had. Another common study technique is to do
PERSPECTIVE DIRECT INSTRUCTION By JANN FLURY the clear evidence that DI is the most effective way to teach reading and And nationwidein the US, the cost of remedial instruction is estimated at $16.6 http://www.educationnews.org/perspective_direct_instruction_b.htm
Extractions: Just as the purpose of a flying school is to teach students to fly, so it is the purpose of public school to teach students the basic academic subjects needed to enter the workforce or go on to higher learning. Achieving this goal has little to do with "choice," funding, class size, or catering to the needs of individual students. It has everything to do with teaching quality. Learning reflects teaching quality, which, in turn, depends on teacher selection and training. Unfortunately, teacher training has been inadequate for decades now, because teacher-training institutions do not see academic achievement as the primary purpose of public education.
York Press - Reading Comprehension Instruction: Issues And Strategies York Press is a publisher of books about learning disabilities including language development and disabilities, especially dyslexia, and about hearing impairment. It gives teachers useful information on how to organize instruction for remedial and normal readers reading teachers, teachers who must teach reading to students on different levels http://www.yorkpress.com/titles/readingcomp.htm
Extractions: Katherine Maria, Ph.D. This book describes strategies that will benefit students with reading difficulties as well as those with no learning problems. It gives teachers useful information on how to organize instruction for remedial and normal readers. All children need to become independent readers, not only for obtaining necessary information but also for their own enjoyment. This book shifts the emphasis from simply testing for comprehension skills to teaching comprehension in the light of new theories about the learning process. Dr. Maria provides sample lessons that demonstrate how students can learn from each other as well as from the teacher. Reading Comprehension Instruction tells teachers what to look for in choosing texts for remedial and regular students: language and structure that is easy for beginning readers to understand clear organizational patterns text content that includes childrens' background knowledge language that matches the childrens' language ability.
Extractions: Teaching Today publishes innovative teaching tips on a weekly basis. Written with the busy teacher in mind, each tip is concise, practical and easy to implement in the classroom right away. Topics covered in Teaching Today are classroom management, career development, high stakes testing, instruction and planning, parental involvement, reading in the content areas, using technology in the classroom, and portfolio development. Teaching Today also offers free weekly downloads that correspond to the tips. Our free downloads make implementing the teaching tips even easier. Teaching Today provides educational resources for teachers looking for everyday solutions to the challenges of the classroom. Helping Remedial and Reluctant Readers While most students entering secondary school are expected to read on a secondary level, effective classroom teachers recognize that some secondary students are lagging in reading skills. Those students who are not strong readers often are not as successful as they could be in a given content area. Their progress is slow without the help of an observant and effective teacher.
Brief 15 Students in need of remedial instruction need to acquire the strategies that willenable them to develop a hunger for learning, to teach themselves, and to http://www.nerche.org/briefs/brief_15/brief_15.html
Extractions: We are part of the Graduate College of Education at the University of Massachusetts Boston Developing Students: Associate Academic Deans Weigh In The following Brief from the New England Resource Center for Higher Education (NERCHE) is a distillation of the work by members of NERCHE's think tanks and projects from a wide range of institutions. NERCHE Briefs emphasize policy implications and action agendas from the point of view of the people who tackle the most compelling issues in higher education in their daily work lives. With support from the Ford Foundation, NERCHE disseminates the Briefs to a targeted audience of higher education leaders and media contacts. The Briefs are designed to add critical information and essential voices to the development of higher education policies and the improvement of practice at colleges and universities. **************************************************************************************************** Perhaps more than most academic issues, remedial education evokes fervent emotions and unyielding opinions. Consensus is hard to reach even about the nomenclature with remedial conveying a sense of deficiency in need of correction pitted against the developmental approach that focuses on change and growth. On campus, the many aspects of the controversy often get voiced in questions rather than answers: What can we do to help these students? Why were these students accepted? Who should and who will teach in these remedial programs? Should we in higher education, at the beginning of the twenty-first century, still be talking about this issue?
School Of Education You will learn to teach reading and written communications, develop reading progress,and identify students in need of corrective and remedial instruction. http://www.liu.edu/cwis/cwp/edu/speced/degree_prog.html
Extractions: The B.S./M.S. in Childhood Education/ Literacy - is similar in structure to the B.S./M.S. in Early Childhood Education/ Literacy. However, the undergraduate portion of this degree offers training for a broader age group (Birth to Grade 6) and also places an emphasis on elementary education curricula such as social studies, mathematics and science. The graduate portion in Literacy (Birth to Grade 6) is identical to the M.S. in Literacy. Master's Degree Programs M.S.Ed. in Special Education*
School Of Education 5year dual certification degree prepares you to teach one subject selecting appropriateliterature for classroom learning, remedial instruction, and current http://www.liu.edu/cwis/cwp/edu/undergrad/5_year.html
Extractions: 5-Year Bachelor's/Master's Degree Programs B.S./M.A. IN EARLY CHILDHOOD EDUCATION/CHILDHOOD EDUCATION This 5-year dual certification program focuses on the development of the whole child from birth through grade 6. The Early Childhood undergraduate component concentrates on children from Birth to Grade 2, while the graduate Childhood Education portion focuses on Grades 1 to 6. Both sections offer student-teaching opportunities so you'll spend valuable time in actual classrooms observing and working with children. Your courses and field experience will help you understand the complexities and principles of child growth and development, plan instruction that meets the child's needs and curriculum goals, and employ various methods of assessment. Courses cover important issues such as teaching in a multi-cultural environment and the importance of playtime in early childhood development. B.S./M.A. IN CHILDHOOD EDUCATION/EARLY CHILDHOOD EDUCATION
Extractions: Improving Student Learning Skills , 1979, Jossey-Bass) In 1983, the California Postsecondary Education Commission's report, "Promises to Keep," gave a comprehensive look at remediation policies and practices in California's three public segments of higher education. Although the report recommends that the community colleges be the primary provider of remedial education to prepare students for college level work, it is clear that both the University of California and the California State University will continue to provide remediation to students who otherwise meet regular or special admission requirements. Since 1983, the Board of Governors of the California Community College and the California Legislature have given considerable attention to developing policies to address the growing need for basic skills instruction in the community colleges. The following paper is offered for those interested in remedial education in an effort to provide in one document a chronological summary of the legislation and regulations adopted from 1987-1990 which govern credit basic skills instruction in the community colleges.
Extractions: Home Textbooks Books Music ... Product Support Dr. Joe Sutton Researchers tell us that struggling learners learn differently. We also know that more effective teachers of struggling learners will teach differently. Special education scholars have rightly concluded that struggling learners, particularly those with disabilities, need "specific, directed, individualized, intensive, remedial instruction" in order to be successful learners in basic academics, including reading. Unfortunately, reading instruction in general education classrooms today is mostly group-oriented, not individualized, and emphasizes materials (i.e., textbooks, workbooks, teacher manuals) rather than methods (i.e., teacher-directed, intensive teaching techniques). When used alone, reading instruction driven largely by standard curricular materials is generally ineffective for struggling learners. These students fall behind early on, and the gap between their potential and their actual reading achievement widens across time.
Re: Types Of Remedial Instruction for an elem. ed. degree) to teach? What are the current trendsin elementary remedial reading instruction? Mostly I hear of http://teachers.net/mentors/remedial_reading/topic1305/10.11.03.08.15.19.html
Extractions: This resource is provided by The Greenwood School , a pre-preparatory boarding school for boys with dyslexia and related language disorders, and The Greenwood Institute , offering teacher training and home schooling support programs for teachers and parents of students with dyslexia and related language disorders. Implementing Effective Instruction for Students with LD: A Challenge For the Future This article appears on pp. 87-93 in Learning Disabilities: Lifelong Issues (#2401; $36.00) published by Brookes Publishing Co., P.O. Box 10624, Baltimore MD 21285-0624, Tel: 1-800-638-3775; 410-337-8539; firstname.lastname@example.org goal and gold boost and boast unanimous and anonymous . Their weak sense of word structure undermines their ability to learn the code of written English (Stanovich, 1991; Vellutino, 1991; Wagner, 1988). As time goes on, this core problem in turn compromises the learning of word meanings, comprehension of text, spelling, written expression, and motivation for language-based learning (Juel, 1994; Stanovich, 1986). Obviously, students with language-based reading disabilities are at high risk for school failure. Do we practice what we know? Unfortunately, we do not employ research-based practices broadly enough to prevent or ameliorate many learning disabilities.