ipl-logo

Systematic And Code-Based Strategy For Educating Students With Learning Disabilities

527 Words3 Pages

For students with learning difficulties and learning disabilities who are learning to read or who struggle with reading, it is important that they understand the rules of English; what the system is and how it works. The most effective way to teach this is with explicit, systematic and code-based instruction. The educator must ensure that they are teaching both oral language and vocabulary skills, using both systematic and direct instruction as well as teachable moments.

Students with learning difficulties and learning disabilities must understand the rules of the English language. Once they learn the rules of English, then they will understand the system and how it works (Archer & Hughes, 2011; Brady, 2011; Calhoon & Petscher, 2013; cited in Moats, YEAR, PAGE). Educators need to ensure that students understand how and why sentences are …show more content…

9). Code-based teaching methods empahsise explicit instruction, scheduled practice, and relevant feedback (Report recommendations, YEAR). Additionally, Neuman (YEAR) believes that educators should use systematic instruction as well as teachable moments in order to ensure long-term reading performance and success.
Explicit teaching is the most effective way to teach vocabulary for students with learning disabilities and learning difficulties. The teacher should focus on the students learning target words, as well as learning how and when to use the new vocabulary. The students must be actively engaged in the learning, and the vocabulary needs to be presented in a meaningful context. To ensure that the students are learning and remembering the new words, they must review multiple exposure to the new language and frequently review past key

Show More
Related
471 Words | 2 Pages

For example, she uses specific graphic organizers that help students with organization when writing an essay. If the learning tool requires differentiation to make it accessible to her students, she is an expert. Curriculum is another strength of Ms. Halbardier, She adapts supplemental curriculum to target student's reading, math, and writing goals efficiently. She utilizes both informal formal assessments to target areas of need. Ms. Halbardier implements an Orton Gillingham-based reading program to ensure her students with dyslexia make consistent progress.

Read More
1167 Words | 5 Pages

The New Foundation Press, Inc. Foorman, B. R., & Torgesen, J. K. (2001). Critical elements of classroom and small-group instruction promote reading success in all children. Learning Disabilities Research & Practice, 16, 203–212. Francis, D. J., Rivera, M., Lesaux, N., Kieffer, M., and Rivera, H. (2006).

Read More
151 Words | 1 Pages

Phonological awareness instruction can help improve the reading of a struggling student by systematically providing the student with the tools to recognize alphabet and

Read More
1052 Words | 5 Pages

Imagine you are in class or at work and every all texts looks scrambled, or like strange markings. Not fun right? Surviving with a mental disability is hardly never easy, whether it's Panic Disorder, Autism, Dyslexia, or any other disability life can be challenging. David Raymond, author of “On being 17, Bright, and Unable to Read” has just that problem. He is dyslexic.

Read More
883 Words | 4 Pages

“Helen” is a sweet, compliant second grade child. She is currently on Tier 3 in the Response to Intervention (RTI) process with very little progress. “Determine students' initial knowledge and skill, their need for successively more intensive levels of instruction, and to gauge their response to the intervention provided” (Linan-Thompson, 2010). She presents with academic concerns in all academic areas with particular concern in the areas of reading and writing. These concerns require further consideration of interventions including possible special education evaluation.

Read More
634 Words | 3 Pages

Every student gets the same passage, passages that are meant to teach them how to read. But these passages are actually doing a poor job of helping them master the skill, the transition from learning to read and reading to learn is not that great because the programs are not helping the students build a vast vocabulary. Furthermore, some teachers rely on these program as their sole teaching method, hindering the students’ development. For ELL students to learn the skill they need to be able to understand the vocabulary that the passages include.

Read More
1156 Words | 5 Pages

The WTS district’s communication in literacy regarding their Special Education population has both strengths and weaknesses that need to be addressed to better serve our students who have learning differences. Properly servicing our students needs to include more professional development for their teachers as well as higher expectations and motivation for our Special Education learners in order for them to make the most progress in their communication skills regarding

Read More
1594 Words | 7 Pages

The teacher will read sentences with multiple meaning

Read More
200 Words | 1 Pages

My analysis will go around the topic of Nietzsche’s Thus spoke Zarathustra most popular book that talks about the three metamorphoses of the spirit. First of all, I will separate each metamorphosis in a different paragraph. After, I will focus on the point of sum up the same way that Nietzsche describes his three metamorphoses of the spirit. Second, I will concentrate more on the explanation of the pacific signification of each metamorphosis that are camel, lion and child.

Read More
1201 Words | 5 Pages

Lesaux and Harris (2003) examined several researches that focused on English language learners (ELLs) with reading difficulties. At least 80% of teacher referrals for special education are for students that have trouble in reading, which is a huge issue regarding ELL students (Snow et al., 1998, p.40). This is because teacher’s indecisiveness to distinguish younger ELL students who are in danger of reading difficulties, despite proof of risk factors that were determined by using measures for early literacy detection. For instance, ELLs who exhibited shortcoming in sound recognition and structure are unlikely to be associated for being at risk for LD. It is only afterwards when student fail to meet academic expectations are they referred to additional services and special educational services.

Read More
1768 Words | 8 Pages

RI.1.3 and CCSS.ELA-Literacy. RI.1.7. In addition, prior to planning the lesson plan, I also identified skills that were appropriate to the grade-level readiness of my students, which I assessed, based on prior knowledge of their reading level. By thoughtfully planning the Central Focus with purposeful content, I am supporting my students in making comparing and contrast connections, which will help them, apply it to

Read More
495 Words | 2 Pages

These eleven strategies are other ways to help teach children with disabilities. These strategies are; Accentuate the positive, Use appropriate assessment, Use concrete examples and materials, Develop and use multisensory approaches to learning, Model what children are do to, Make the learning environment a pleasant, rewarding place to be, Create a dependable classroom schedule, Encourage parents to volunteer at school ad to read to their children at home, Identify appropriate tasks children can accomplish on their own, Use cooperative learning, and develop a peer buddy system. An example of accentuate the positive would be when the teacher walked around and said to the children who weren't playing together, "Oh, we play together with our friends, do you three want to play together?"

Read More
896 Words | 4 Pages

PURPOSE The audience will gain a deeper understanding about the disability and how it affects the people who are afflicted by it. INTRODUCTION Take a few seconds to read the following paragraph. It does not make much sense. The photo illustrates one variation of how people with dyslexia read and in most cases, how they write, too.

Read More
3441 Words | 14 Pages

population has some type of learning difficulties. According to the National Institutes of Health, difficulties with basic reading and language skills are the most common learning disabilities, and 80% of students with learning disabilities have reading problems. Lyon (1996) added that learning difficulties should not be confused with other conditions such as mental retardation, seeing, hearing, and behavioral disorders. None of these conditions are learning difficulties. In addition, they should not be confused with lack of educational opportunities like frequent changes of schools or attendance

Read More
869 Words | 4 Pages

Many children at school are capable of hiding their learning difficulties by steering clear from reading aloud or writing very little (Reid 2013, p13).Not to mention, the Report of the Task force on Dyslexia (2001) states learning difficulties from dyslexia occurs across the lifespan of a person and can vary from mild to severe at different ages (Report of the Task Force on Dyslexia, 2001). It is extremely vital for teachers to be fully aware and trained in the area of dyslexia. Teacher’s use of differentiation in their subjects in the classroom is a strong fundamental in order to meet the needs of a student with a learning difficulty like

Read More

More about Systematic And Code-Based Strategy For Educating Students With Learning Disabilities

Related Topics

Open Document