61. Teacherperceptdi.html risk children or for children who needed remedial instruction in 20 (ie specificallydesigned instruction!). . given another way to approach how to teach reading http://www.uncwil.edu/people/kozloffm/teacherperceptdi.html

Teachers’ Perceptions of Direct Instruction Teaching Frances B. Bessellieu Charlotte-Mecklenburg Schools Martin A. Kozloff John S. Rice Watson School of Education University of North Carolina at Wilmington Introduction Direct Instruction is a series of curricula in language, reading, math, and science published by Science Research Associates, a division of McGraw-Hill. Thirty years of research shows that Direct Instructionone type of focused instructionfosters rapid and reliable achievement in students regardless of ethnicity, "race," family background, or socioeconomic status. For example, both large scale and smaller scale experimental research comparing the outcomes of different forms of instruction shows that: 1. Children who are taught math, spelling, reading, and remedial reading with Direct Instruction curricula—such as Reading Mastery Connecting Math Concepts (Engelmann Carnine, 1992), Corrective Reading (Engelmann, Carnine, Johnson, 1999), and Spelling Mastery 2. The early gains of children who were taught some subjects with Direct Instruction are sustained in later grades. For example, Meyer (1984) followed children (predominantly Black or Hispanic) in the Ocean Hill-Brownsville section of Brooklyn who had been taught reading and math using Direct Instruction in elementary school. At the end of the 9th grade, these students were still one year ahead of children who had been in control (nonDirect Instruction) schools in reading, and 7 months ahead of control children in math. Similar results were found by Gersten, Keating and Becker (1988). Former Direct Instruction students continued to out-perform children who had received traditional instruction. In addition, in contrast to comparison groups of children who had not received Direct

62. Lexia Institute -software For Dyslexia - Products initial language arts instruction, for remedial teaching, and just what they needto teach next. educators entitled Scope Sequence for Literacy instruction. http://lexia.mgh.harvard.edu/products/products.html

LessonPlanner Scope and Sequence LessonPlanner for Windows 95 and Macintosh.... a software tool designed for literacy teachers, especially Slingerland and Orton-Gillingham professionals. All the essential resources at your fingertips Improves remedial language arts instruction Enhances whole language reading and spelling Contains a strong alphabetic-phonics core Lexia has developed the LessonPlanner software system for teachers who use one of the alphabetic-phonics-, multisensory approaches to language arts instruction, for example, Orton-Gillingham and Slingerland. LessonPlanner brings together in one system the resources required for planning daily lessons. Teachers are using this powerful software tool for initial language arts instruction, for remedial teaching, and to add a phonics component to meaning emphasis methods, such as whole language. They report that it helps them build more comprehensive, individualized, effective lessons; it saves time; and it helps them master the scope and sequence and concepts of alphabetic-phonics. What teachers say about LessonPlanner LessonPlanner...

63. NAESP : Will A Remedial Reading Program Reduce Misbehavior? The program provides remediation for a wide range of offers stepby-step, incrementalskill instruction. The comprehension sections teach oral language skills http://www.naesp.org/ContentLoad.do?contentId=463

64. Creating An Interactive PowerPoint Lesson For The Classroom use technology to learn, teachers should use the same technology to teach. own pace,or who need the benefits provided by remedial instruction outside the http://www.sba.muohio.edu/duricydd/interactiveppt/interactiveppt.html

Creating an Interactive PowerPoint Lesson for the Classroom Dr. Lawrence Tomei and Margaret Balmert Duquesne University room technologies to teach. The curriculum for the Program in Instructional Technology integrates the tools that most schools provide in their own computer labs and classrooms. lf students use technology to learn, teachers should use the same technology to teach. The foundation for much of the technology being used in today's classrooms is the Microsoft Office suite. It is fast becoming the integrated software package of choice for many schools and school districts. Word, PowerPoint, Excel, and Access are the staples of many students and teachers. Interactive Lesson Defined Specifically, an interactive lesson: Offers specific, logical, systematic lessons that foster individualized instruction and sequential learning. Embraces all phases of the Mastery Learning instructional technique. It suggests alternatives for presenting the initial mastery objectives, corrective instruction, and enrichment activities. The instructional system design model offered by Jerrold Kemp is used to create the interactive lesson.

65. Teach Your Child To Read In Only 20 Minutes A Day. his public school classroom, to tutor remedial students and phonics is the ONLY wayto teach reading Therefore, any phonics instruction must be provided beyond http://www.playntalk.com/teachers.htm

Order Now Our Method Why Phonics Your Child's Learning Style ... Add Your Own Testimony Testimonies From Teachers Experienced 1 st Grade Teacher compares other phonics programs and selects Play ‘n Talk® as his preference for use in his public school classroom, to tutor remedial students and for his wife to home school his own children with at home. MACONAQUAH ELEMENTARY SCHOOL This is my twelfth year of teaching first graders in the public school system of Indiana. I am more convinced than ever that phonics is the ONLY way to teach reading. Sad to say, there are now no basal reading programs available that are based on systematic phonics. Therefore, any phonics instruction must be provided beyond the basal reading series. I have been looking for a phonics program that I can use here at school and also with my programs in my selection process. Sing, Spell, Read and Write seems to be the closest program to Play ‘n Talk® but there are many aspects of that program that I do not like, namely, the cost, the consumable products, and the trinket reward system. The start-up cost for this program in a classroom is more than double that of Play ‘n Talk®, in addition to replacing the consumables each year. I am anxious to receive my Play ‘n Talk® Program and put it to use this summer with some remedial students.

66. FastTrac - Alumni Profile - Arrow Educational Products Inc Arrow’s products not only offer remedial instruction, but also provide fun, “edutainment”software to teach kids sound-reading skills from the start. http://www.fasttrac.org/article.cfm?id=99

67. Jewish Law - Press Releases teachers from entering religious schools to teach federally financed in these mobileinstructional units ; providing remedial instruction through computers http://www.jlaw.com/PressReleases/97-04-17-a.html

Press Releases April 17, 1997 LANDMARK RELIGIOUS-SCHOOL RULING BEFORE SUPREME COURT Agudath Israel "Hopeful" As Procedural, Constitutional Issues Considered A landmark 1985 U.S. Supreme Court decision barring public school teachers from entering religious schools to teach federally financed remedial classes may be on its way to being reconsidered, and likely reversed, by the High Court. On April 15, the Justices heard oral arguments on both the propriety of the procedure being used to reopen the 1985 case, Aguilar v. Felton, and the constitutionality of on-site remedial classes at religious schools. In its 1985 decision, the High Court ruled that the New York City Board of Education's program of sending public school teachers into religious schools to provide federally-funded remedial education services to economically disadvantaged, low-achieving students violated the constitutional separation of church and state. The 1985 ruling prompted school districts around the country to adopt unwieldy and expensive alternative means of carrying out their statutory obligation to provide remedial education to eligible nonpublic school children. These alternate service delivery mechanisms included sending nonpublic school children to public schools and other "neutral sites" to receive their remedial services; sending public school teachers to leased trailers/vans parked near religious schools and having eligible students receive their remediation in these "mobile instructional units"; providing remedial instruction through computers rather than teachers.

68. READING AT WILLOW BROOK The Specialists provide group remedial instruction for students in grades 24 inthe The program uses small group instruction to teach students effective http://www9.ortn.edu/wbes/read.html

WILLOW BROOK ELEMENTARY SCHOOL READING PROGRAMS/SERVICES Willow Brook Reading Curriculum: Teaching children to learn to read is a high priority at Willow Brook. Classroom teachers use the Scott-Foresman basal reading series with students in grades kindergarten through fourth. Teachers use the Oak Ridge Reading Continuum as a guide to ensure that all basic reading skills are taught. Reading Services: Willow Brook has two full-time Reading Specialists who monitor the reading progress of all Willow Brook students. The Specialists provide group remedial instruction for students in grades 2-4 in the reading lab. They test all new students for placement in the basal reading program. In addition, they administer the Gates MacGinitie reading tests to all readers at the beginning and end of each year. Reading Recovery Reading Recovery is a one-on-one tutoring program for teaching students to read and to write. It is supervised by the National "Reading Recovery" Program, based at Ohio State University.Our certified Reading Recovery teachers work with first grade readers who are considered most at risk. Literacy First Literacy First is a first grade reading program that is based on the highly successful teaching techniques of the Reading Recovery Program. The program uses small group instruction to teach students effective reading and writing strategies. Students take home nightly reading assignments in order to practice these strategies. The goal of Literacy First is to teach students how to become independent problem solvers in reading and to instill a love for reading in each student. This program is also available to second graders who require extra reading support.

69. BJU - Undergraduate Division Of Secondary Education Courses Of Instruction the semester they plan to student teach. developmental approach, direct instruction,metacognitive/strategy assisted and commercially produced remedial programs http://www.bju.edu/academics/ubulletin/education/special_education/courses

A A A Alphabetical Site Index Contact Information home academics admissions events ... Division of Psychology Division of Secondary Education Secondary Education SE 303- Secondary School Art The teaching of art in the junior and senior high school according to the South Carolina visual arts framework. Students will formulate an original DBAE unit of study and teach it in high school. Second semester, three hours. Prerequisite: completion of 100- and 200-level courses in teaching field, completion of two-thirds of required hours for certification and junior standing. SE 304- Teaching Business Subjects Materials, methods, procedures, and related topics in the teaching of business subjects in the high school. Includes the selection, evaluation, and use of educational software and the knowledge and skills needed for computer-assisted instruction. Also includes the practical application of the instructional use of computers in business subjects. Methods of teaching the students to read the literature in the subject is emphasized. Students will observe six demonstration classes in a local school during the second eight weeks. Students will develop a resource unit. Second semester, two hours. Prerequisite: completion of 100- and 200-level courses in teaching field, completion of two-thirds of required hours for certification and junior standing.

70. LDA-CA OnLine Book Store - Hundreds Of Books On Learning Disabilities And ADD CoverHow to teach Your Dyslexic Child to Read A Proven Method Dyslexia Theory Practice of remedial instruction Diana Brewster Clark, Joanna Kellogg Uhry http://www.ldaca.org/books/ldtread.htm

LD for Teachers - Reading Instruction How to Teach Your Dyslexic Child to Read: A Proven Method for Parents and Teachers Bernice H. Baumer "A highly organized guide for helping dyslexic children to read is broken down into three parts that discuss learning disabilities, alternative education methods, and teaching tools that are based on a phonics method." - Amazon.com Hardcover / Published 1996 Price: $15.95 Paperback / Published 1998 Price: $12.95 Sound Out!: Ready-To-Use Phonics Activities for Special Children Rosella Bernstein, William A. Stanza (Illustrator) "Each lesson is carefully structured to include previously learned skills for constant reinforcement and provides many activities that are relevant to the skill being learned. A vocabulary list of sight words used in all the exercises is at the beginning of the book. Additionally, definitions of phonic terms are included to aid the teacher (parent, tutor, etc.) in presenting the letter sound associations. A check list at the end of each vowel section is there to help evaluate the student's progess and decide what more is needed to strengthen that particular skill." - Amazon.com Paperback / Published 1993 Price: $28.95

71. 4/12/95 - Who's Responsible? Taking Sides On Remedial Classes percent of fouryear colleges offered remedial instruction in the Proposals to moveremedial classes to community has it become to teach precollegiate education http://www.edweek.org/ew/1995/29remed.h14

April 12, 1995 Who's Responsible? Taking Sides on Remedial Classes By Meg Sommerfeld Wendy Duggan was the salutatorian of her high school, but she found herself struggling during her first semester at the University of Missouri at Kansas City. "When it came to test time, I thought I knew a lot of stuff in the book, but it turned out I was concentrating on the wrong things," she said. This spring Ms. Duggan is taking a supplemental-instruction course in Western civilization. The class has far fewer students than a traditional lecture class, and Ms. Duggan has more opportunities to ask questions and get help improving her note-taking and time-management skills. While the extra help has proved a lifesaver for Ms. Duggan, such remedial courses are at the center of a growing debate. Some policymakers are questioning whether colleges should have to make up for the shortfalls of K-12 schools, as more and more freshmen arrive unprepared for college-level coursework. States Weighing Changes No sector of higher education has been immunenearly 90 percent of four-year colleges offered remedial instruction in the 1993-94 academic year, up from 81.4 percent eight years earlier.

72. Literacy was conducted in an undergraduate course, remedial Reading and and diagnostic andcorrective instruction procedures. reveals that learning to teach through an http://www.ncrel.org/litweb/ept/diagnose.htm

Synthesis of Preservice Teacher Education Research Studies in the Field of Reading Diagnostic Training Preparing Preservice Teachers for Remedial Instruction: Teaching Problem Solving and Use of Content and Pedagogical Knowledge The study was conducted in an undergraduate course, Remedial Reading and Practicum, which was required for both elementary and special education majors. Across all class sessions, the instructor and students examined video-based cases. Three cases were used to explore authentic classrooms and Title I situations. Each case contained a variety of naturally occurring classroom events, such as teacher-student interactions, teacher questioning, and students' participation in reading and writing activities. The preservice teachers carefully analyzed and diagnosed factors that contributed to the complexity of reading difficulties. Related text materials supplemented the video cases. Other important information (e.g., children's assessment protocols, teachers' lesson plans, and samples of students' writings) also was reviewed for each case to provide a detailed diagnostic study of each student's reading abilities and difficulties. The viewing of diagnostic video cases provided the professor and preservice teachers with opportunities to reexamine scenes and cases for a variety of purposes to access information that was difficult to describe in written or verbal accounts (e.g., teachers' and students' nonverbal cues). The study demonstrates that video-based cases can enhance preservice teachers' ability to actively participate in a variety of in-depth analyses of various topics, such as text structure, comprehension, the relationship between decoding and comprehension, schema theory, and diagnostic and corrective instruction procedures. The study clearly reveals that learning to teach through an enriched, problem-solving process enhances preservice teachers' ability to transfer theory into practice. The video-based case experiences also helped preservice teachers acquire mental models of authentic classes, enabling them to think flexibly and to understand the details of classroom events.

73. The Relationship Between Phonics And Phonemic AwarenessBeginning And Remedial Re and phonemic awareness Beginning and remedial reading instruction of a program toteach phonemic awareness Explicit vs implicit instruction in phonemic awareness http://www.educationnews.org/relationship_between_phonics_and.htm

The Internet’s Leading Source of EducationNews Daily News Bulletin Board Free On-Line Subscription Home ... Contact Us recognized as a quality online resource for education reporters November 2002, Education Writers Association (over 900 members) The relationship between phonics and phonemic awareness Beginning and remedial reading instruction: The intertwined roles of phonics and phonemic awareness. By Dr. Kerry Hempenstall The debate about the role of phonics in beginning reading instruction has had a long and stormy history. However, research over the past twenty years has been sufficiently sound to allow firm conclusions about the necessity of phonics instruction. Recently, consensus has also been achieved within educational communities that these findings should be enshrined in educational policy and practice. Questions that now arise are (1) what kind of phonics does the evidence support? What is meant by explicit, implicit, embedded, systematic, analytic, synthetic? (2) What is the relationship between phonics and phonemic awareness? (3) What does the research indicate about older struggling readers? Over the last ten to twenty years there has been increasing consensus about reading success and failure. Reviews by Hurford, et al., 1993; and Mann, 1993 have noted that the presence or absence of phonemic awareness predicts the future membership of good/bad reader categories, and discriminates good readers from poor readers.

74. GATAPP Grades 48)- An individual with a certificate in middle grades is in-field to teachall subjects offered in grades 4-8 and remedial instruction in grades 9-12 http://www.gapsc.com/GaTapp/teaching/teach_home.asp

Georgia Alternative Teacher Preparation Program Georgia offers educator certificates in three categories: Teaching fields, Leadership fields and Service fields. Teaching Fields - Teaching certificates are issued in fields that prepare an individual to teach the subject matter offered as a part of the school curriculum. These fields qualify under GATAPP. Leadership Programs - These programs prepare individuals to administer or supervise a school system, school or school program. These advanced level certification programs require eligibility for a teaching or service clear renewable certificate and do not qualify under the GATAPP program. Service Fields - These programs prepare individuals to provide support services to students, school personnel and school operations. These certification programs are not available under the GATAPP program. Description of Teaching Field Options Elementary Education - The State of Georgia does not prepare nor certify teachers for Elementary Education. Individuals interested in this developmental range of learners should investigate either Early Childhood or Middle Grades education programs.

75. The Forman School Conversely, remedial instruction is structured to explicitly and directlyteach students important skills to compensate for their weaknesses. http://www.formanschool.org/admission/apply/faq.asp

CONTACT US SITE MAP EMPLOYEE E-MAIL When is the best time to visit Forman? We highly recommend visiting while school is in session so that you can see classes, meet faculty and students, have a tour with a current student and get a true feel for our community. The best time to visit Forman is on Mondays, Tuesdays, Thursdays, or Fridays at 8:30, 9:30, 10:30 or 1:15. On Wednesdays, the best time to visit Forman is at 8:30 or 9:30. What is the difference between Forman and other “mainstream” schools that offer academic support services By creating an environment where weaknesses do not overshadow strengths, Forman empowers students to realize their potential. One great gift Forman gives students is a rediscovery of the correlation between effort and success; students quickly realize that “If I try hard, I will be successful.” Because all students at Forman learn differently, there is no negative stigma associated with learning needs – everyone receives remedial instruction. Forman meets specific learning needs while giving students access to the arts, athletics and other areas in which they might excel. Students quickly feel comfortable taking risks and participating in new activities. Strengths are developed and weaknesses are remedied – self-esteem and confidence skyrocket. Forman students do not have to fit into a particular program. Because every teacher has expertise and specific training, they have the flexibility to offer instruction that is most appropriate for each individual. Advanced concepts are introduced and taught in a way that ensures students are challenged and successful. Forman teachers have a thorough understanding of, and sensitivity to students who learn differently. This compassion and knowledge is not limited to the Learning Center or Resource Room or even the classroom. Adults who are in contact with students throughout the day, on the athletic field, in the dorms, in the art studio – all share this expertise and specialization.

76. ETS POLICY NOTES - Volume 8, Number 1 - Winter 1997 an ongoing sense of self as remedial learner. units and classroom projects that teachstudents how to of mediation become valuable tools in future instruction. http://www.ets.org/research/pic/v8n1d.html

@import "../../rsc_corp/css/default.css"; /* @import "../../rsc_corp/css/twocolumns.css"; */ @import "../../rsc_corp/css/rightcontent.css"; @import "../../rsc_corp/css/leftcontent.css"; @import "../../rsc_corp/css/print.css" print; Research Volume 8, Number 1 Winter 1997 Improving Latino Education Aiming for College: Improving the Classroom Instruction of Elementary School Latino Students Richard P. Duran, Francisca Escobar, and Michele Wakin Data from the National Assessment of Educational Progress (NAEP) indicate that Latino students are noticeably behind White, non-Latino students as early as the fourth grade and this discrepancy builds through the remainder of elementary and secondary school (see Figure, for example). New efforts at systemic reform and the establishment of higher educational standards have implications for improving the educational experiences and outcomes of Latino students. These efforts also provide an opportunity for school practi-tioners to collaborate with university-based researchers and students. In an example of such a collaborative approach, University of California, Santa Barbara, researchers are engaged in a multi-year partnership with two California elementary schools to improve teaching for Latino and non-Latino students.

77. Sligo Creek ES - The Academy Classroom teachers integrate this science instruction with other subjects they teach. Remedialinstruction will be for children falling below the expected MCPS http://www.mcps.k12.md.us/schools/sligocreekes/theacademy.htm

The Academy Return to About Our School Page Return to Welcome Page The Sligo Creek Elementary School Academy Program implements the MCPS curriculum with a heavy emphasis on science, math, and technology. The Program is dedicated to the students who reside within the designated neighborhood school boundaries and is overseen by two co-coordinators, one for math and one for science. The Academy Program has been a fundamental component of Sligo Creek ever since the school was founded in 1999. The school is located in the former Blair High School in Silver Spring, MD. In addition to the Academy Program, Sligo Creek includes The French Immersion magnet program. The enrollment for both programs is projected to be approximately 650 students for the 2002-2003 school year. Science instruction at Sligo Creek features two components. The classroom teacher is one of these components by providing instruction throughout the year using the MCPS science curriculum - a kit-based, inquiry oriented program that has been in place in the school system for over ten years. Three unique science units are taught at each grade level using materials, curriculum, and training provided by the school system and supported by the science coordinator. Classroom teachers integrate this science instruction with other subjects they teach.

78. O*NET Code Connector Detailed Information Page workshops, and demonstrations to teach principles, techniques a balanced program ofinstruction, demonstration, and Prepare and implement remedial programs for http://www.onetcodeconnector.org/report?id=1297&s=title&tog=25

79. Learning Disabilities OnLine: LD In-Depth: Reading Tutor Tips Children with dyslexia need direct instruction in letter sound relationships usinga For emergent readers, read and teach rhyming songs and poems (eg, Mother http://www.ldonline.org/ld_indepth/reading/tutor_tips.html

ABCs of LD The leading Web site on learning disabilities for parents, teachers, and other professionals What's New Experts Parents Kids ... Yellow Pages The Big "R" - Reading reprinted from The Link Vol. 17, No. 3, Fall 1998 Appalachian Educational Laboratory Reading lays the foundation for all other learning. Too many of our children struggle through school because they have not mastered basic reading skills. Research shows that if students cannot read well by the end of third grade. their chances for success become significantly lower. In 1994, 40% of America's fourth graders failed to attain the basic level of reading and 70% of children fell below the proficient level on the National Assessment of Educational Progress. Fortunately, we can address this problem, and President Clinton's America Reads Challenge has developed several strategies that should make a difference. In the coming year, you'll hear a lot about the first of these initiatives as tutors across the country are trained to provide high-quality help to young readers. Study after study finds that sustained individualized attention and tutoring after school and over the summer can help to raise reading levels. Volunteers, many of them college students, will add tutoring to their busy schedules in the coming semesters.

80. Reading Rockets: Research-Based Reading Programs texts and literature to teach comprehension in Students needing extra instructionreceive daily oneon-one elementary grades) Target Audience remedial, at-risk http://www.readingrockets.org/print.php?ID=414

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