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The curious incident of the straight-A student with Asperger's syndrome |Life and style |The Guardian on 2009-08-12
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Concept to Classroom: Tapping into multiple intelligences - Explanation on 2009-08-06
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Schooling Issues Digest - Students with Learning Difficulties in Relation to Literacy and Numeracy on 2009-08-02
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Frequently, readers in the middle primary grades struggle to make the transition
from learning-to-read, to being independent readers able to read to meet the
various demands of the curriculum (reading to learn).
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Frequently, readers in the middle primary grades struggle to make the transition
from learning-to-read, to being independent readers able to read to meet the
various demands of the curriculum (reading to learn).
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Frequently, readers in the middle primary grades struggle to make the transition
from learning-to-read, to being independent readers able to read to meet the
various demands of the curriculum (reading to learn).
-
Frequently, readers in the middle primary grades struggle to make the transition
from learning-to-read, to being independent readers able to read to meet the
various demands of the curriculum (reading to learn).
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Students with reading difficulties can have persistent problems in engaging
with texts in these various ways and teachers must be able to select and
implement suitable interventions for them.
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The ability to read and comprehend depends on the rapid and automatic
recognition of single words. All words are visually unfamiliar when
encountered for the first time and a powerful strategy in this situation is for
the student to use phonological knowledge to identify the word. That is,
students recognise the unfamiliar word by identifying and blending its
phonological (sound) elements and comparing that sound pattern to the sound
patterns of words in their oral/aural vocabulary. The beginning reader
must learn to decode some thousands of words that are initially visually
unfamiliar and to commit those visual patterns to memory.
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All words are visually unfamiliar when encountered for the first time and a
powerful strategy in this situation is for the student to use phonological
knowledge to identify the word. That is, students recognise the unfamiliar
word by identifying and blending its phonological (sound) elements and comparing
that sound pattern to the sound patterns of words in their oral/aural
vocabulary. The beginning reader must learn to decode some thousands of
words that are initially visually unfamiliar and to commit those visual patterns
to memory.
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Improvements in phonological skills usually result in increases in students’
ability to identify single words as well as enhancing their spelling skills(
12).
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One of the advantages in re-reading text is that the increasing
familiarity of the material reduces the demands made on memory by the decoding
process, thereby allowing students to attend to the meaning.
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One of the advantages in re-reading text is that the increasing
familiarity of the material reduces the demands made on memory by the decoding
process, thereby allowing students to attend to the meaning.
-
Many students in the middle and upper school with reading difficulties cannot
identify and process the information contained in phrases, sentences and
relationships between sentences and so cannot comprehend the text.
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Frequently, readers in the middle primary grades struggle to make the transition
from learning-to-read, to being independent readers able to read to meet the
various demands of the curriculum (reading to learn).
-
- Teachers’ pacing and presentation of classroom content significantly
influence students’ ability to learn.
- Children’s literacy and numeracy ‘errors’ reflect the processes involved in
their thinking and serve useful diagnostic functions for programming.
- Multi-sensory teaching approaches assist students to identify and remember
word and letter patterns.
- Learning is facilitated when reading tasks are made meaningful and
relevant.
- Frequent supportive and motivating practice enhances students’
learning.
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