3R's Plus -- Teaching Children To Read They needed and received less remedial instruction in elementary school, had better attendance records, ended up in being in higher academic tracks, http://www.3rsplus.com/3rsplus/followup.html
Extractions: Many people believe that, over the long term, early-age reading instruction will have a negative impact on kids reading skills and attitudes. Accompanying this belief are two others. One, it doesnt matter when formal reading instruction begins. Since first grade is traditional, start there. Two, any gains a child makes in early-age reading instruction will be washed out within a few years, so why bother? We had a hunch that the research findings cited to support this set of beliefs could be attributed to two flaws: Inadequate early-age instructional programs and/or flawed research design and execution. But who knows? The beliefs could reflect "the way it is." We were interested to see what would happen with a well-developed instructional program and sound research design and execution. The instructional program involved was the SWRL Beginning Reading Program (BRP), a precursor to 3RsPlus Beginning Reading Instruction courses. In 1973-74 more than 2,000 elementary schools in 400 school districts across the U.S. used BRP in their kindergarten classes. On several occasions during the school year the kindergarten teachers gave brief tests, directly referenced to the reading instruction, that provided detailed information on the reading progress of every participating class, school and district. The availability of these data made it possible to conduct a follow-up study 12 years later, when the kids would be high school seniors if they advanced a grade each year in standard fashion.
Teaching Science To Students With Disabilities remedial and Special Education; v20 n1 p718 Jan-Feb 1999 A teacher shares three instructional aids that she used to teach blind as well as sighted http://ericec.org/faq/science.html
Extractions: Internet: http://ericec.org What strategies can be used for teaching science to students with disabilities? The IDEA Amendments of 1997 require that students with disabilities have access to the general education curriculum. This legislative requirement makes the accessibility of curricular materials an issue of even greater importance than it otherwise would be. To meet the goal of equal access to the curriculum for everyone, to enable each student to engage with his or her lessons in a meaningful way, teachers must be prepared to provide useful alternatives in terms of both curricular materials and instructional delivery. Well-adapted materials without an effective method of teaching are practically useless, but with the proper tools and instructional methods, a good teacher encourages each member of the class to participate directly in the learning experience. From Preface, ERIC/OSEP Mini-Library on Adapting Curricular Materials. 1999. Volume 1, Toward Successful Inclusion of Students with Disabilities: The Architecture of Instruction; Volume 2, Adapting Reading and Math Materials for the Inclusive Classroom (Kindergarten through Grade Five); and Volume 3, Adapting Language Arts, Social Studies, and Science Materials for the Inclusive Classroom (Grades Six Through Eight). Mini-Library available from CEC's ERIC Clearinghouse on Disabilities and Gifted Education. 1.888.CEC.SPED. Stock No. P5304. $21.60/CEC members; $30.95/non-members. ISBN 0-86586-340-7)
California Education Report Card: Remedial Instruction Continuing high remedial instruction rates at California universities The new remedial instruction numbers are another indication that for all the talk http://www.pacificresearch.org/pub/sab/educat/03_ed_index/09_remedial.html
Extractions: You are here: Education Studies Education Index 2003 SUMMARY OF THE ISSUE It is assumed that students who graduate from high-school possess basic skills and knowledge in core subjects such as English and math. This assumption may be wrong, based on the performance of entering college freshmen on basic skills tests administered by universities. ASSESSMENT RECOMMENDATION The public schools must do a better job of imparting basic knowledge and skills through the use of standards-based instruction. INTRODUCTION The story is even worse when one examines various subcategories. Systemwide, among freshmen Mexican Americans, 67.1 percent needed remediation in English, while 68.6 percent of freshmen African Americans needed remedial help in that subject. In math, 54.4 percent of Mexican Americans and 65 percent of African Americans needed remedial instruction. Remediation, however, is not a black-brown phenomenon. FIGURE 11: PERCENTAGE OF CALIFORNIA FIRST-TIME CSU FRESHMEN REQUIRING REMEDIAL COURSES IN ENGLISH AND/OR MATH (2002) More than 30 percent of white freshmen and 64.6 percent of freshmen Asian Americans needed remediation in English, and more than a quarter of both groups, 26.9 percent for whites and 28.9 percent for Asian Americans, needed remedial help in math.
Educational Diagnosis And Remedial Instruction EPSE 461 Educational Diagnosis and remedial instruction Or, you may wish to develop some teaching unit assessment materials to be used in your http://www.ecps.educ.ubc.ca/courses/archive/02W/epse_461.htm
Extractions: e-mail: john.carter@ubc.ca (Winter Term 2: January-April, 2003) Course Description: Interpretation of informal and standardized test scores in educational diagnosis; estimates of actual and optimal levels of individual achievement; individual differences as factors affecting performance; methods of encouraging the optimal achievement of individuals; methods for remedial teaching. (Reprinted UBC Course Calendar). In this course we will discuss theories and principles of formal and informal assessment methodology. Assessment is broadly defined: norm-referenced assessment; criterion-referenced assessment, dynamic assessment; curriculum-based assessment; and alternative assessment methodologies will be discussed in relation to individual differences and remedial instruction. COURSE REQUIREMENTS There will be a final class examination, in the last class, and one term paper/project/test review required. Each of these comprises 45% of the final course grade.
Handwriting Instruction A Common Sense Approach to the Teaching of Handwriting DE *LearningDisabilities; *remedial-instruction; *Symptoms-Individual-Disorders; http://reading.indiana.edu/ieo/bibs/handwrit.html
Extractions: Greetings. The following materials are intended to provide an introduction to Handwriting Instruction. They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources. Instructions for acquiring the full text of the ERIC records are presented at the end of this file.
VICTAR: Braille Resources instructional materials for teaching reading in braille. analysis are suggested which include early reading instruction, remedial instruction materials, http://www.education.bham.ac.uk/research/victar/resources/braille/biblio.htm
Innovations, April 2004: The Ins, Outs Of Co-Teaching The special education teacher has been charged with remedial instruction to Coteaching occurs when two or more educators provide instruction to http://www.cise.missouri.edu/publications/innovations/april-2004/lindsey.html
Extractions: "The Geranium on the Window Sill Just Died" Increase instructional options for all students Improve program intensity and continuity Reduce the stigma for all students Increase professional support Complementary instruction is a blend of general and special education teacher roles. Both educators are in the same room at the same time. However, one teacher assumes the roles of lead teacher and the other circulates the room, observes, and provides assistance as necessary. Two applications of the complementary instructional model most frequently demonstrated in practice are one teach/one observe and one teach/one assist.
Extractions: As you browse through our catalog, you are sure to find familiar favorites and perhaps materials you've never seen before. The products listed in our Special Needs catalog have been used, recommended by trusted friends, or formatted specifically to meet the needs of unique learners, including students in need of remedial instruction or gifted learners. Yet because they are so well-designed, most of our special needs products are excellent materials for any and all learners! So don't limit your options because average or above average learners could benefit greatly from the curricular materials in all sections of our catalogs.
Reading To Learn: Comprehension Instruction Assess personal practice in teaching reading comprehension, Intensive remedial instruction for children with severe reading disabilities Immediate and http://www.plsweb.com/graduate_courses/full_course_listing/on-site/r2l/
Extractions: Where am I? Home Graduate Courses Full Course Listing On-Site Graduate Courses View PLS by topic: Brain-Based Learning Classroom Management Coaching and Mentoring Critical Thinking Learning Styles Motivation Multiple Intelligences Reading and Literacy Responsibility Technology Go Overview Description Syllabus ... Biblio. Learn to implement a balanced, integrated approach to teaching reading comprehension centered on scientific strategies aligned with state and national reading research initiatives. These specially designed curriculum resources and teaching strategies will enhance the reading process across all areas of the curriculum. Teachers will have access to an interactive CD-ROM and other resources to offer every student the opportunity to achieve at higher levels in all subject areas. "The 'coach in the pocket' CD that comes with this course is a great idea. I can refer to it any time I need a reminder about what to do." Target Audience: All K-16 educators Graduate Credit: 3 semester hours or 4.5 quarter hours
Extractions: ASA News ASEE Prism Academe African American Review ... View all titles in this topic Hot New Articles by Topic Automotive Sports Top Articles Ever by Topic Automotive Sports Teaching reading in an inncer city school through a multisensory teaching approach Annals of Dyslexia by Joshi, R Malatesha Dahlgren, Mary Boulware-Gooden, Regina Save a personal copy of this article and quickly find it again with Furl.net. It's free! Save it. The purpose of the present study was to examine the efficacy of the multisensory teaching approach to improve reading skills at the first grade level. The control group was taught by the Houghton-Mifflin Basal Reading Program while the treatment group was taught by the Language Basics: Elementary, which incorporates the Orton Gillingham-based Alphabetic Phonics Method. The results showed that the treatment group made statistically significant gains in phonological awareness, decoding, and reading comprehension while the control group made gains only on reading comprehension. Continue article Advertisement
Education: Excellence In Teaching At-risk Students Full text of the article, Excellence in teaching atrisk students from the girl has not needed remedial instruction and is performing at grade level! http://www.findarticles.com/p/articles/mi_qa3673/is_200107/ai_n8999133
Extractions: Save a personal copy of this article and quickly find it again with Furl.net. It's free! Save it. A teaching method that seems to work well with both multi-ethnic children and with at-risk middle-school youth. A Direct Instruction awardwinning teacher attests boldly to the success of this method. Children from low-income, multi-ethnic neighborhoods generally do far more poorly, academically, than their middle class counterparts. However, Angelica Fazio utilizes a method of teaching those children, and many other at-risk students to perform far above grade level in both reading and math. Angelica taught immigrant adults in the inner city of San Diego to not only read and speak English themselves, but to teach their own preschool children to read fluently also. One of Angelica's Vietnamese students taught her son to read fluently at the second grade level when he was only three years old! When he entered kindergarten, the boy was double promoted. When he was in second grade, he scored higher on the SAT 9 test than any other second grader in his schooldespite being a year younger than all his classmates!
Transforming The Paradigm Of Learning And Teaching Hanover College has changed the paradigm for learning and teaching at the college faculty members can also provide more effective remedial instruction. http://www.hanover.edu/vision/paradigm.html
Extractions: Appendices to the Vision Plan ... Appendix 1 - The First-Year Experience Appendix 2- Liberal Arts Degree Requirements Appendix 3- The Major Appendix 4- Off-Campus Experience Appendix 5- Intensive Inquiry Colloquia Appendix 6- Spring Term Appendix 7- The Senior Capstone: Great Issues Appendix 8- Pre-Professional Programs Appendix 9- Transforming the Paradigm of Learning and Teaching Appendix 10- Student Scholarship Appendix 11- Faculty Scholarship Appendix 12- Attracting Students, Faculty, Staff, Administrators, and Trustees Appendix 13- College Community Appendix 14- Assessment of the Curriculum Appendix 15- Overall Assessment of the Vision Plan: Working Document Hanover College has changed the paradigm for learning and teaching at the college level by creating a dynamic transformation of both the structure and function of teacher-student classroom interaction. In order to guarantee the success of this new model, the College is committed to lowering its student/faculty ratio to 8:1, to establishing an average class size of 15, and to reducing the typical faculty course load to five courses per year. With this new model for college education, Hanover surpasses other liberal arts colleges in its ability to ensure that "students are challenged and nurtured to take responsibility for their learning and their lives and to develop their unique abilities to their highest levels" (from The Mission Statement, Hanover College Catalog 2001-02, 6).
EARLY CHILDHOOD EDUCATION INTEGRATED instruction A SOCIAL CONSTRUCTIVIST APPROACH TO TEACHING LANGUAGE Selection of appropriate methods and materials for remedial instruction. http://www.olemiss.edu/course_cat_index/course_catalog/Courses_of_Instruction/se
Extractions: Information contained on these pages should be considered out of date. Introduction to the theoretical background of early childhood education and to methods and materials used in teaching young children. (3). 301. EXPERIENCES IN EARLY CHILDHOOD EDUCATION. Observation and supervised practical experiences teaching young children. (3). 302. ORIENTATION TO EARLY CHILDHOOD EDUCATION. Introduces prospective teachers of young children to principles and practices in early childhood education; offers opportunities to observe and practice using relevant instructional, organizational, and methodological competencies in a multicultural early childhood setting. (6). 303. SCIENCE AND NUMBERS. Methods and experiences appropriate for nursery school through early elementary. (3). 500. INTRODUCTION TO EARLY CHILDHOOD EDUCATION. Principles, curriculum construction, methods, and materials in early childhood education. (Same as FCS 523). (3). 551. SCIENCE AND NUMBER CONCEPTS IN EARLY CHILDHOOD EDUCATION. Development of number and science concepts for nursery school through early elementary; emphasis on content, method, laboratory techniques. (Same as FCS 525). (3).
CURRICULUM AND INSTRUCTION INTEGRATED instruction A SOCIAL CONSTRUCTIVIST APPROACH TO TEACHING LANGUAGE Diagnostic and remedial instruction techniques for teachers of grades 712 http://www.olemiss.edu/course_cat_index/course_catalog2000/html/Courses_of_instr
Extractions: Advanced Search 2000 Undergradute Course Catalog CURRICULUM AND INSTRUCTION Professor Fannye Love, acting chair 121A Education Building Professors Chambless, Love, Payne, and Shaw Associate Professors Arnold, Blackbourn, Erdim, Hanshaw, Ingham, Leigh, Rock, and Tyler Assistant Professors Chessin, Dutkova, Hill, Pepper, Rowland, Sullivan, and Vinson Visiting Assistant Professor Moore Instructors Kegley, Watson, and Whitwell Curriculum and InstructionEDCI 201. AMERICAN SIGN LANGUAGE 1. Designed for students with no previous knowledge of American Sign Language; introduces the basics of ASL; receptive and expressive skills; fingerspelling and information about the community and culture of the deaf and hard-of-hearing. (3). 202. AMERICAN SIGN LANGUAGE II. An intermediate-level course, including common communicative events and interactions expressing abstract ideas. Emphasis is on the comprehension and production of increasingly complex linguistic structures using dialogues and conversational expressions without voice. Prerequisite: EDCI 201, American Sign Language I. (3) 300. CAREER EDUCATION.
Statutes & Constitution :View Statutes :- : Flsenate.gov 1008.25 Public school student progression; remedial instruction; remedial instruction provided during high school may not be in lieu of English and http://www.flsenate.gov/Statutes/index.cfm?App_mode=Display_Statute&Search_Strin
Journal Of Developmental And Behavioral Pediatrics - UserLogin Intensive remedial instruction for children with severe reading disabilities Teaching English Language Learners At Risk for Reading Disabilities to http://www.jrnldbp.com/pt/re/jdbp/fulltext.00004703-200108000-00033.htm
GrantWritingSupport The control group received instruction using traditional teaching methods only. In addition to remedial lessons, teachers can assign enrichment modules http://www.evrmath.com/GrantWritingSupport.html
Extractions: In a recent study, the National Science Foundation found that using software to supplement traditional instruction significantly increases math scores. National Science Foundation *The term integrated learning system (ILS) refers to software programs that provide tutorial instruction at several grade levels and keep extensive records of student progress on networked computer systems. Click here to view the complete report. We are also pleased to announce the results of a recent study at a Title I school, conducted by Dr. Robert Cage with Educational Planners and Evaluators. At the 2 nd grade level, student's scores increased a total of These CD based programs will provide students with individualized instruction, remediation and enrichment while aligning to national standards. GraspMath can be deployed individually or can be utilized together depending on the learning level and specific needs of each student. The program is flexible -rich in features but easy to learn and put to productive use.
VDARE.com 04/09/04 - Immigrant Influx Now Threatening California A couple of years ago, one of my Mexican American high school teaching aides asked me Half of all CSU students need remedial instruction in English and http://www.vdare.com/guzzardi/immigrant_influx.htm
Extractions: Home Why VDARE.com / The White Doe? FAQ Blog ... Printer Friendly Version... April 09, 2004 By Joe Guzzardi A couple of years ago, one of my Mexican American high school teaching aides asked me what errand meant. We grizzled veterans of California K-12 education are a hard-boiled lot who are not easily fazed by our students academic shortcomings. But Loni was a graduating senior accepted with a full ride to the well-regarded University of California at Davis. When she didnt know the definition of a 4 th grade level vocabulary word , I had grave concerns about her college future. I was reminded of Loni when the California State University released its shockingno other word comes closedata on this years freshmen. Half of all CSU students need remedial instruction in English and one-third are not proficient in math. These dismal results fall far short of CSUs previously stated goal to raise proficiency to a minimum of 78% and 74% respectively for incoming freshmen.
Summary Report teach or instruct outof-school youths and adults in remedial education classes, Adapt teaching methods and instructional materials to meet students http://online.onetcenter.org/link/summary/25-3011.00
Extractions: 25-3011.00 - Adult Literacy, Remedial Education, and GED Teachers and Instructors Teach or instruct out-of-school youths and adults in remedial education classes, preparatory classes for the General Educational Development test, literacy, or English as a Second Language. Teaching may or may not take place in a traditional educational institution. This same data is also presented with one or two similar occupations within O*NET. Data specific to this occupation will be collected in the future. Sample of reported job titles: Teacher, GED Instructor (General Educational Development Instructor), Adult Basic Education Teacher (ABE Teacher), Adult Education Teacher, GED Teacher (General Educational Development Teacher), ESL Teacher (English As A Second Language Teacher), ESL Instructor (English As A Second Language Instructor), ABE Instructor (Adult Basic Education Instructor), Adult Education Instructor, Instructor View report: Summary Details Custom Tasks Knowledge ... Related Occupations Conduct classes, workshops, and demonstrations to teach principles, techniques, or methods in subjects such as basic English language skills, life skills, and workforce entry skills.
