| Papers [1-16] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "READING DISABILITIES": |
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Learning Disabled Students and Reading, 2002.
A study of teaching strategies to enable learning disabled students to read.
5,247 words (approx. 21.0 pages), 18 sources, MLA, AU$ 158.95
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Abstract
This paper examines different teaching strategies to enable all teachers to teach the primary (K-3rd) learning disabled students to read at the Miami Park Elementary School. It explores the characteristics of the learning disabled (LD) to depict the extensive difficulties they encounter in learning and shows how students with LD also suffer from behavioral problems because of their learning difficulties. The strategies include: diagnosing students early with reading disabilities, designing an individualized- instruction programs for each student, providing intensive-teaching programs for reading, writing and spelling, designing individualized reading programs for students with reading disabilities and stimulating students? desire to learn through creative forms of expression. It analyzes how ultimately, the successful implementation of these strategies requires the collaboration of both the regular education and LD teachers and how together, they can create a consistent and supportive atmosphere of learning for learning disabled students.
From the Paper
"In other intensive sessions, teachers can employ specialized techniques to help the students with LD overcome their reading difficulties. Many students with LD have difficulties applying what they have learned in other situations. For example, they can read the word "pine," but have difficulties with "wine" or "sign." Therefore, Maureen Lovett, a child psychologist working in experimental public school classrooms in Toronto and Mississauga, came up with a strategy called "talking-to-yourself" learning?a series of rhyming patterns to trigger the sounds of similar words ("Why kids can?t read," 1998, p. 42). Learning education teachers at the Miami Park Elementary School can do further research in other successful techniques for teaching the students. Furthermore, they should also teach the regular education teachers about techniques that work for particular students."
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Learning Disabilities, 2002.
A look at a student with reading disabilities.
650 words (approx. 2.6 pages), 4 sources, AU$ 31.95
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Abstract
This is a paper that reflects on a student with a reading disability and thus his intervention needs in an inclusive classroom
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The Reading Process, 2002.
Explains the reading disability called dyslexia and discusses some of the research done on the two different forms of dyslexia.
1,370 words (approx. 5.5 pages), 5 sources, APA, AU$ 55.95
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Abstract
This paper explains how we acquire reading skills, examines and explains lexical and phonological dyslexia and discusses some of the research being done in the area. The paper concludes with a recommendation for programs that could be used to help children with reading disabilities.
From the Paper
"Reading is the process of acquiring linguistic meaning from printed or written symbols. These symbols can take a variety of forms. English uses 26 characters that can be combined in a nearly infinite number of possible combinations. Another way to symbolize words is found in the Braille system, which uses patterns or raised dots to represent letters instead of ink on paper. Other languages, such as traditional Japanese and Chinese, use individual symbols that are derivations of visual representations of spoken words, sometimes called pictographs. In fact our society uses some pictographs. Company logos are one example; traffic signs are another."
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Repeated Reading Instruction, 2002.
The paper discusses how repeated reading instruction is a powerful and effective alternative for teaching reading to students with learning disabilities.
1,427 words (approx. 5.7 pages), 10 sources, MLA, AU$ 57.95
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Abstract
The paper examines the three methods for teaching reading-- phonics, whole language and repeated reading and then provides a comparative analysis of these three methods. The paper concludes that the impact of the repeated reading method in improving reading fluency, word recognition accuracy and reading comprehension makes it an effective alternative for teach learning disabled students .
From the Paper
"Many educators feel that phonics is the key for teaching early reading skills to children. They maintain that young students should learn the sounds for each letter and the rules that accompany many so they may become independent readers where they sound out unfamiliar words. While teaching phonics is still an important concept, one must also understand that the whole language approach is an exciting and interesting method designed to include all subjects when teaching reading. Students learn about science, social studies, and math while participating in their language arts lesson. There are also many supporters of the Balanced Program that combine teaching phonics in the whole language classroom environment."
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Statistics on Learning Disabilities, 2006.
An analysis of the article "How Do Your Kids Do at Reading? And How Do You Assess Them?" by David L. Tucker and Jeffrey P. Bakken.
1,617 words (approx. 6.5 pages), 1 source, MLA, AU$ 63.95
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Abstract
This paper critically analyzes the article "How Do Your Kids Do at Reading? And How Do You Assess Them?", taken from the 'Teaching Exceptional Children' journal, by David L. Tucker and Jeffrey P. Bakken. According to the paper, the article reports that 50% of all students with disabilities have learning disabilities; and that 80% of students with learning disabilities have substantial reading problems.
From the Paper
"When you judge reading progress based on "errors" or "mistakes," you miss the mark as a teacher of reading, the authors emphasize. "Right and wrong" have a place in math, because numbers don't have subjective sub-texts; they are black and white. But if teachers don't want to turn students off to reading skills by being to exact and strict, then miscue analysis is a way to help students concentrate on the bigger picture, meaning.
Indeed, as a teacher, why be negative when by using miscue analysis as the tool for assessment helps the student zero in on the meaning of what he or she has read, not just the technical correctness of the passage? The authors make the point on page 3 that "instructionally relevant" assessment procedures cry out for the use of miscue analysis; and they quote Goodman"
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Teaching Students with Reading Difficulties, 2005.
This paper discusses two programs for teaching students with reading difficulties: Edmark and Reading Matery.
1,395 words (approx. 5.6 pages), 7 sources, APA, AU$ 56.95
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Abstract
This paper explains that one of the greatest challenges for any educator is dealing with a student with reading difficulties. However, a number of different programs exist to deal with the different forms of comprehension difficulties: Edmark Reading Program and Reading Matery programs. The author points out that the auditory and picture matching approach of Edmark has been shown to be helpful for students from developmentally and socially disabling backgrounds. The paper relates that since dyslexics often report grappling with frequently misused letters and miss substituting of vowels and consonants; the program Reading Matery,designed to underline the specific dyslexic's need for reinforcement in his or her word sorting capacity and to learn other decoding methods to compensate for potential cognitive decoding difficulties, is better than the overall reinforcement of pictures, words and sounds in Edmark.
From the Paper
"The experimental group students received 15 minutes per day of tutoring by America Reads Volunteers in the Edmark Reading Program, a highly structured sight word program; control group students were simply read aloud to for 15 minutes each day by the same volunteers. Results indicated a significant difference in the performance of experimental group of students on the WRMT-R Passage Comprehension subtest and Edmark posttest. Qualitative data indicated that more experimental group students than control group students exhibited significantly improved reading ability, attitudes toward reading, attitudes toward school, and attitudes toward self. Results suggested that schools should consider the use of volunteers to implement one-on-one tutoring in the Edmark Reading Program to teach a supplementary sight word vocabulary to at-risk first graders. Thus, Edmark's 'hands on' approach may be helpful for students from disadvantaged backgrounds as well."
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Learning Disabilities, 2004.
This paper discusses various types of learning disabilities and the law that promotes education for people with such disabilities.
3,380 words (approx. 13.5 pages), 13 sources, APA, AU$ 116.95
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Abstract
This paper explains that, since students with disabilities need to develop adult skills that will enable them to live, work, and interact in integrated community settings, the educational system guarantees they are provided with an appropriate educational experience. The author points out that the Individuals with Disabilities Education Act (IDEA) is very specific in its wording that children with disabilities should be educated along with children without disabilities; however, inclusion does not mean that students with disabilities must have the same curriculum or the same educational goals. The paper relates that Attention Deficit Disorder (ADD), with or without hyperactivity, is becoming an increasingly prevalent problem and that these children are at higher risk for learning, behavioral, and emotional problems.
Table of Contents
Introduction
Issues
Inclusion
Free and Public Education (FAPE)
Due Process
Disabilities
Learning Disabilities
Behavior Disorder: ADD
Mental Retardation
Conclusion
From the Paper
"Accommodations should be made to enable and enhance the learning experience of the disabled student. Services should be provided that allow the student to participate in as many aspects of the classroom activities as possible. Personnel are to be provided, based on the needs of the student. Staff development and training will be given to all that have need, in order to provide the disabled student with a quality education."
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Teaching Reading, 2006.
This paper presents an exploration of story mapping as the best practice for teaching reading to students with learning and behavioral disorders.
1,635 words (approx. 6.5 pages), 10 sources, APA, AU$ 64.95
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Abstract
This paper explains that, in determining the best practices to teach reading to students who have learning or behavioral disabilities, attention must be paid to both story grammar and basal comprehension to determine the success or failure rate of the method used. The author points out that the use of story mapping is arguably the best practice to use in teaching reading to students of all grade levels because it provides a marked path for the student to follow as he or she makes his way through a story structure. The paper relates that story mapping allows the learning-disabled student to develop skills, which will allow continued success as materials and expectations increase as the student progresses to more advanced reading.
From the Paper
"A study conducted in 1987 regarding the success of story mapping as a method for teaching reading skills to students with learning or behavior disabilities concluded that is one of the most successful methods currently available. In this study, five learning disabled fifth grade students were examined to determine the effect of simple story mapping on their comprehension abilities. Four out of the five students developed definable and significant story mapping ability and demonstrated significant improvement in their story grammar and comprehension skills once they began using the story mapping methods."
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Reading Comprehension, 2002.
A review of three articles on overcoming reading comprehension problems.
1,150 words (approx. 4.6 pages), 3 sources, AU$ 53.95
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Abstract
This paper identifies the techniques present in three articles that focus specifically on reading comprehension and how educational methods address learning disabilities in terms of reading comprehension and writing performance.
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Reading Skills, 2007.
A look at the connection between reading and behavior problems.
1,066 words (approx. 4.3 pages), 4 sources, MLA, AU$ 45.95
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Abstract
The hypothesis being tested in this paper is whether children who display poor reading skills in first grade have a 90% chance of continuing to have poor reading skills three years later. The paper examines how, based on a review of 25 studies, 50% of children in third grade exhibiting emotional and behavioral disorders (EBD) also had reading achievement lower than expected, based on their assessed intellectual levels. The also paper discusses how, in addition to EBD and learning disabilities (LD), third grade children with poor reading ability are also affected by serious antisocial behavior.
From the Paper
"Reading curriculum was the differential influence in students' growth in this study by Kamp, et al. (2003). Accelerating growth patterns for the three fluency measures, with some slowing in letters and oral reading, showed that curriculum type led to significant differences in performance at the end of first grade. One of the curriculum choices (Reading Mastery, Success for All) was found to positively affect students skills in each area more than literature-based curricula. By Grade 3 endpoint, performance showed significant differences in the group with no risk, compared to the behavior risk group, the academic risk group and the students at risk for both."
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Americans with Disabilities Act, 2002.
An overview of the ADA - a federal legislation that opened up services and employment opportunities to the millions of Americans with disabilities.
2,628 words (approx. 10.5 pages), 11 sources, APA, AU$ 96.95
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Abstract
The Americans with Disabilities Act (ADA) became effective on January 26, 1992 created service and employment opportunities millions of disabled Americans. The paper shows that in advocating rights for disabled people, many have worked to establish several important principles. One is that they be considered on the basis of individual merit, not on stereotyped assumptions about disabilities. Another is that society must make certain changes to enable the disabled to participate more easily in business and social activities such as providing wheelchair access to public transportation, building entrances, and theaters. A third principle is that, to the extent appropriate for each individual, disabled people should be mainstreamed with people who do not have disabilities. The paper looks at the components of the legislation and uses the State of Florida as an example to show the future of its disabled citizens.
From the Paper
"Florida has worked to develop partnerships with potential employers. These employers will offer opportunities for the development of meaningful jobs and careers to the disabled. Jobs will include working at home, telecommuting, non-traditional employment, self-employment, use of trial work plans, and the development of opportunities in rural areas of the state. The Department of Vocational Rehabilitation Agency works on a continuous basis to coordinate and expand efforts with partners while working with employers to explore meaningful job openings which pay better wages and also provide employee benefits."
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Learning Disabilities, 2002.
A look at the types of, causes of, and how to deal with learning disabilities in the classroom and in adult life.
2,153 words (approx. 8.6 pages), 9 sources, MLA, AU$ 81.95
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Abstract
This paper provides an insight into learning disabilities, neurological disorders that affect people?s ability to either interpret what they see and hear or to link information from different parts of the brain. It looks at how these limitations show up in many ways in individuals who are generally of average or above-average intelligence and how specific difficulties with oral and written language, coordination, self-control, or attention can extend to schoolwork and can impede learning to read, write, or do math. It also examines how learning disabilities may also cause major difficulties with organizational skills, social perception, and social interaction.
Outline
Introduction
Types of Learning Disabilities
Causes of Learning Disorders
Dealing with Learning Disabilities in the Classroom
Learning Disabilities in Adulthood
Recent Medical Research
From the Paper
"Difficulty manipulating small objects, poor balance, awkwardness with walking, running or climbing and a poor sense of surroundings can indicate a disorder involving motor skills and can affect the ability to learn, but do not meet the criteria for a specific learning disability, such as developmental speech and language, or academic skills disorder.
Problems regarding an individual?s social skills may indicate a learning disorder. Disinterest with, or difficulty in interaction with one?s peers, overly aggressive or withdrawn attitudes, sudden and extreme mood swings and/or frequent crying or tantrums are some signs of learning disabilities."
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Therapeutic Recreation and Physical Disabilities, 2007.
This paper discusses the benefits of therapeutic recreation for people with physical disabilities.
2,381 words (approx. 9.5 pages), 15 sources, APA, AU$ 89.95
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Abstract
In this paper, the advantages of therapeutic recreation for people with physical disabilities are analyzed. The paper discusses how recent legislation forbidding discrimination against those with disabilities has impacted this field. The legislation has stimulated recreational therapists, specialists and educators alike to take on a more active role in providing a wide range of physical and recreational activities for people who have physical disabilities. These activities typically work to help promote the quality of life among people who have disabilities and improve participation, interaction and understanding among their able bodied peers.
Outline:
Causes and Characteristics of Population - Physically Disabled
Importance of Recreation for Population
Role and Place of Recreation in Life
Overview of Legislation Affecting Disabled
Role and Use of Therapeutic Recreation
Specific Recreation Activities to Improve Functioning
Conclusions
From the Paper
"A person who has a physical disability may be defined in multiple ways. Henderson (1999) suggests that a disability can be defined "as a physical or mental impairment that restricts one or more aspects of a person's life" (22). This definition is supported by others who suggest that people who are disabled generally are limited with respect to their ability to participate in certain physical and recreation activities; this suggests a need to explore new ways for identifying how to help people who are disabled experience a full range of activities including physical and therapeutic recreational activities (Henderson, 2002; Austin & Crawford, 1996; Smith, Austin & Kennedy, 1996). "
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Americans with Disabilities Act, 2005.
This paper discusses the Americans with Disabilities Act and its impact on learning disabled college students.
2,250 words (approx. 9.0 pages), 10 sources, AU$ 107.95
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Abstract
This research paper presents a view on the Americans with Disabilities Act of 1990. The paper looks at the history of the act, what it addresses, the problems associated with implementation and how it impacts the disabled. This paper takes a particular point of view of the learning disabled college student and discusses how the ADA affects that population.
From the Paper
"In 1990 Congress created the Americans with Disabilities Act. It was a sweeping legislation that encompassed virtually every aspect of American life - from work and school to commerce and transportation. It was divided into many different areas of influence, but perhaps one of the strongest was its working in conjunction with both the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act, in terms of providing for the education, facilities, faculty, services and support for students with disabilities of all kinds. The ADA succeeded in forcing schools and school districts to provide access for those with disabilities to all school buildings through its provision that no American could be discriminated against, either directly or indirectly (with some exceptions) because of their disability."
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Individuals with Disabilities in Education Act, 2005.
A within-groups study based on the Individuals with Disabilities in Education Act.
675 words (approx. 2.7 pages), 3 sources, AU$ 31.95
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Abstract
Enacted in the 1970s, the Individuals with Disabilities in Education Act (IDEA) was intended to procure the same education for disabled children as provided for their non-disabled peers. The paper shows that, as a result, disabled students were moved from special education classrooms into regular classrooms, which provided the least restrictive environment demanded by the IDEA (The Individuals with Disabilities Education Act. But do students with disabilities truly profit from this arrangement? This paper proposes a within-groups study to determine the answer to that question.
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Predicting Reading Achievement, 2002.
A discussion of the factors that affect reading outcomes for young children, especially those at risk for academic failure.
1,125 words (approx. 4.5 pages), 3 sources, AU$ 47.95
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Abstract
Discusses factors that affect reading outcomes for young children, especially those at risk for academic failure. Cites three scholarly research studies that discuss early childhood develoopment programs. Issues of socioeconomic status, learning disabilities, behavioral conditions, instructional deficits. Need to develop interventions to enhance long-term rewading outcomes. Importance of assessment procedures.
From the Paper
"Predicting Reading Achievement
One of the most significant areas of concern in American public education centers upon reading achievement among young students who are regarded as being at-risk for academic failure and/or unacceptably low levels of achievement because of a variety of factors such as low socioeconomic status (SES), behavioral conditions, learning disabilities, and instructional deficits. To examine this question and to determine trends in the empirical literature related to these effects, three separate research studies were selected from the literature. Each of the studies targets early childhood development programs such as Head Start and posits a relationship between attentional problems/hyperactivity and reading achievement at both the prereading and first through fifth grade levels."
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