1. Zooberts! Learn To Read Program Partners Phonemic Awareness With A Zooberts! Learn to Read partners phonemic awareness with a phonetic approach and works for auditory, visual and kinaesthetic learners. This reading http://tmsyn.wc.ask.com/r?t=an&s=hb&uid=24312681243126812&sid=343126

2. Zooberts! Learn To Read Program Permissions Zooberts! Learn to Read partners phonemic awareness with a phonetic approach and works for auditory, visual and kinaesthetic learners. This reading http://tmsyn.wc.ask.com/r?t=an&s=hb&uid=24312681243126812&sid=343126

3. The Relationship Between Phonics And Phonemic AwarenessBeginning phonics and phonemic awareness Beginning and remedial reading instruction The intertwined but not the question Should we teach phonics? http://tmsyn.wc.ask.com/r?t=an&s=hb&uid=24312681243126812&sid=343126

4. WE ALL CAN READ Research-Based, Multisensory Phonics For At-Risk Phonics for AtRisk Students of All Ages Providing Remedial Reading Instruction for Adult is to publish materials which teach nonreaders or low http://tmsyn.wc.ask.com/r?t=an&s=hb&uid=24312681243126812&sid=343126

5. Dyslexia Theory Practice Of Remedial Instruction Dyslexia Theory Practice of Remedial Instruction How to Teach Your Dyslexic Child to Read A Proven Method for Parents and Teachers by http://tmsyn.wc.ask.com/r?t=an&s=hb&uid=24312681243126812&sid=343126

6. Practice Of Remedial Instruction WebSprockets How to Teach Your Dyslexic Child only $9.71 Practice of Remedial Instruction only Speech to Print Workbook Langua only $13.57 http://tmsyn.wc.ask.com/r?t=an&s=hb&uid=24312681243126812&sid=343126

7. Practice Of Remedial Instruction BlogSense / BlurbSense subject to change, in order to get the Book Practice of Remedial Instruction at this reduced How To Reach and Teach Children only $16.47 http://tmsyn.wc.ask.com/r?t=an&s=hb&uid=24312681243126812&sid=343126

8. Practice Of Remedial Instruction Fan Blurb Practice of Remedial Instruction Fan Blurb How To Reach and Teach Children only $16.47. The Gift of Dyslexia Why Some o only $10.17 http://tmsyn.wc.ask.com/r?t=an&s=hb&uid=24312681243126812&sid=343126

9. Practice Of Remedial Instruction Arminhammer.com subject to change, in order to get the Book Practice of Remedial Instruction at this reduced How To Reach and Teach Children only $16.47 http://tmsyn.wc.ask.com/r?t=an&s=hb&uid=24312681243126812&sid=343126

10. Teachers Incorporate Boy Wizard Into Remedial Classroom Instruction Teachers incorporate boy wizard into remedial classroom instruction at Northside Middle School in Norfolk, Va., plans to teach a science class http://tmsyn.wc.ask.com/r?t=an&s=hb&uid=24312681243126812&sid=343126

11. Virginia Department Of Education Virginia Diploma Requirements and Opportunities for remedial instruction teach Virginia – An electronic job bank and hiring hall for school divisions http://www.pen.k12.va.us/

Select from these topics: Accreditation Standards Board Meetings DOE Telecasts Educational Directory Governor's Schools Job Opportunities Legislative Tracking Report No Child Left Behind Press Releases Principals' Memos School Divisions School Nutrition Programs School Report Card Standards of Learning SOL Released Test Items SOL Technology Initiative SOL Testing SOL Test Results Special Education Standards of Quality State Procurement Contracts Superintendent's Memos VSDB Consolidation Task Force Public Meetings Calendar of public meetings includes monthly Board of Education meetings and various subject matter committee meetings. Project Graduation Virginia Diploma Requirements and Opportunities for Remedial Instruction Senior Year Plus Includes Early College Scholars and Path to Industry Certification Virginia's Virtual Advanced Placement (AP) School Online Enrollment Now Open for 2005-2006 Race to GED DOE-TV Video Features from the Virginia Department of Education Virginia Veteran Honorary Diploma Honorary Diplomas for Veterans of World War II, the Korean War, and the Vietnam War Virginia School Report Card Information on student achievement and more for the state as a whole and for individual schools and school divisions Virginia Standards of Learning (SOL) Academic Standards, Resources for Educators, and Released Tests

12. The Forman School Conversely, remedial instruction is structured to explicitly and directly teach remedial instruction is evidenced by a separate and distinct curriculum http://www.formanschool.org/admission/apply/faq.asp

Forman Weather > 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 or 1:30. On Wednesdays, the best time to visit Forman is at 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.

13. Successful Strategies For Teaching Students With Learning Disabilities - Learnin Recent research confirms that we can teach students with learning disabilities how to intensive remedial instruction of students who are struggling. http://www.ldanatl.org/aboutld/teachers/understanding/strategies.asp

Find It Fast Accommodations Adult Issues Assessment Central Auditory Processing Disorder Chapter Locator Conference Info Dyscalculia Dysgraphia Dyslexia Dyspraxia Early Childhood Join LDA online Language Disorders Member Benefits Member Login Mental Health Non-Verbal Learning Disorders Parenting Post Secondary Shop our Bookstore Special Education Staff Listing Teaching Strategies Visual Perceptual/Visual Motor Deficit Write to Congress Select One AL AK AZ AR CA CO CT DE DC FL GA HI ID IL IN IA KS KY LA ME MD MA MI MN MS MO MT NE NV NH NJ NM NY NC ND OH OK OR PA PR RI SC SD TN TX UT VT VA WA WV WI WY For Teachers Home Teaching Reading Social/Emotional Aspects of Learning Disabilities For Teachers Successful Strategies for Teaching Students with Learning Disabilities Recent research confirms that we can teach students with learning disabilities how to learn. We can put them into a position to compete! Here are the strategies that work: Lee Swanson (1999) and his colleagues found two major intervention practices that produced large outcomes. One is direct instruction. The other is learning strategy instruction.

14. Generative Instruction Preliminary Research With Singapore This problem is usually conceived of as one of remedial instruction and it has vexed The teacher uses direct instruction to teach students how to do http://www.aare.edu.au/96pap/rosed96458.txt

15. Doing Your Homework: Why Reading Teachers Can't Teach Children To Read (and What With this many students, these teachers can t teach remedial reading either The pace of the instruction is too rapid for children to achieve mastery of http://www.wrightslaw.com/heath/read.tchr.strategies.htm

Search our Site Wrightslaw l No Child Left Behind l IDEA 2004 l Fetaweb l Yellow Pages for Kids l Harbor House Law Press Home DYH Why Reading Teachers Can't Teach Children to Read (and What They Can Do About It) by Sue Heath * New * Hurricane Katrina Educating Homeless Children Oct 14-15: Hartford CT Nov 5: Sarasota, FL Nov 12: Macomb/ ... About Wrightslaw Programs Subscribe to The Special Ed Advocate Your Email: Check Email for spelling select a page . . . Home Our Books What's New Sitemap Press Topics **Advocacy** Articles FAQ's Tips Newsletters **Law** Articles Caselaw Pleadings Regs **Topics** Advocacy ADD/ADHD Autism Damages Discipline Discriminations Due Process Eligilibity Evaluations FAPE High Stakes Tests IDEA IDEA 2002 IEPs LRE/Inclusion Mediation No Child Left NCLB Info NCLB Directories Research Based Inst. Private Schools Letter Writing Placement Safe Guards Related Services Retaliation School Personnel Transition **Pubs** Spec. Ed. Law

16. Teaching Adolescents To Read & How To Teach Reading In Middle & High School By G Teaching older kids to read is very complex, particularly since their Dyslexia Theory Practice of remedial instruction by Diana Brewster Clark and http://www.wrightslaw.com/info/read.adol.literacy.lyon.htm

Search our Site Wrightslaw l No Child Left Behind l IDEA 2004 l Fetaweb l Yellow Pages for Kids l Harbor House Law Press Home Topics Reading * New * Hurricane Katrina Educating Homeless Children Oct 14-15: Hartford CT Nov 5: Sarasota, FL Nov 12: Macomb/ ... About Wrightslaw Programs Subscribe to The Special Ed Advocate Your Email: Check Email for spelling select a page . . . Home Our Books What's New Sitemap Press Topics **Advocacy** Articles FAQ's Tips Newsletters **Law** Articles Caselaw Pleadings Regs **Topics** Advocacy ADD/ADHD Autism Damages Discipline Discriminations Due Process Eligilibity Evaluations FAPE High Stakes Tests IDEA IDEA 2002 IEPs LRE/Inclusion Mediation No Child Left NCLB Info NCLB Directories Research Based Inst. Private Schools Letter Writing Placement Safe Guards Related Services Retaliation School Personnel Transition **Pubs** Spec. Ed. Law FETA Newsletter Flyers **Services** Orders Our Seminars Consults Communities Headline News Updates **Resources** Free Pubs Free Newsletters Disability Groups State DOEs PTI Centers International State Yellow Pgs Best School Sites Asmnt Terms **Book Store** Best Of Disabilities Special Ed IEPs Legal Strategy Negotiate Parents Kids Updates **Other** Search Subscribe About Us Link to Us Home Wrightslaw Home Our Books What's New Sitemap ... Topics Advocacy Library Doing Your Homework Articles FAQ's Tips ... Newsletter Archives Law Library

17. Turtle Mountain Community College in need of remedial English instruction. 2. To teach Writing Basic course(s). 3. To apply effective teaching strategies for teaching remedial English. http://www.turtle-mountain.cc.nd.us/job_ann_english.htm

Position Announcement Position Title: English Instructor Qualifications: Opening Date: June 6, 2005 Closing Date: July 15, 2005 Starting Salary: $32,500 to $35,700 depending on experience (Master Degree level) Desired Experience/Training/Credentials: Job Responsibilities: 1. To assist with the pre-testing of incoming freshmen and identification of students in need of remedial English instruction. 2. To teach Writing Basic course(s). 3. To apply effective teaching strategies for teaching remedial English. 4. To conduct assessment through pre and post test methods to measure effectiveness of remedial English instruction. 5. To collaborate with composition instructors to develop a scope and sequence of instruction from remedial through second-semester composition. 6. To teach at least one core curriculum first-semester composition 1 class. 7. To coordinate and supervise tutors who will assist in remedial instruction. 8. To monitor English Department data and make recommendations and changes based on the findings.

18. GATAPP to teach all subjects offered in grades 48 and remedial instruction in This certificate holder is also in-field to teach remedial mathematics, 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.

19. UW Tacoma Catalog - Teacher Certification - Course Descriptions for designing and delivering beginning and remedial instruction. Preservice teachers learn to systematically teach basic K8 math skills. http://www.tacoma.washington.edu/catalog/tcert_courses.html

Teacher Certification (K-8) Course Descriptions For the most current course information, please consult the Education program Web site TEDUC 451 Beginning and Remedial Reading 3 credits This course is designed to provide students with both the theoretical and empirical foundations for designing and delivering beginning and remedial instruction. Content covered in the course includes assumptions underlying the two major approaches to beginning reading instruction, evaluation and modification of curriculum materials, and methods for monitoring student progress towards literacy. TEDUC 452 Literature and Content Reading 3 credits This course is intended to help prospective teachers acquire pedagogy in teaching students how to construct meaning from literature and informational texts. TEDUC 453 Topics in Literary Instruction: Language Arts 3 credits This course is designed to provide a theoretical and empirical basis for teaching language arts to K-8 students. Content covered in this course includes the writing process and the integration of writing with reading and the content areas. Evaluation and modification of curricular materials to meet the needs of diverse students as well as methods of monitoring student progress are also addressed. TEDUC 460 Mathematics Methods I 3 credits Provides students with the ability to conceptualize mathematics, the skills for learning to teach mathematics and a sense of confidence in mathematics. Students actively engage in many activities, including exploring patterns, making conjectures, solving problems, communicating understanding and making the learning of mathematics accessible to all students in K-8 classrooms.

20. National CrossTalk - Summer 1998 - National Center For Public Policy And Higher The adjuncts (parttimers) who teach this course are one of the more demoralized The board voted nine to six to terminate remedial instruction at four http://www.highereducation.org/crosstalk/ct0798/news0798-remedial.shtml

Front Page Current Issue Back Issues Searchable ... About National CrosssTalk Choose a Section National Center Home About Us Center News National CrossTalk Subscribe Contact the Center 1 of 5 Stories Remedial Education Under Attack Controversial plans for the City University of New York By William Trombley Senior Editor Mali Heded, a part-time English instructor at Lehman College, a City University of New York campus, finds teaching remedial students "emotionally draining." New York City ON A RAINY SPRING afternoon in the North Bronx, 15 students sat in a freshman English class at Lehman College, participating somewhat reluctantly in a discussion of a Langston Hughes short story. Pacing back and forth in front of the class, a young part-time instructor named Mali Heded tried to elicit opinions about the story or about Hughes, one of the nation's best-known black writers, or about race relations in New York City at the time the story was written (the 1930s). It was tough going. The students, mostly Latinos and African Americans, tried to answer Heded's direct questions but they volunteered very little. Technically, this was a regular, credit-bearing freshman composition class, not a remedial class that would have carried no credit. This is because Lehman, one of the 11 four-year colleges in the City University of New York (CUNY) system, has "mainstreamed" its students who have poor English reading and writing skills into the same classes with more capable students. But Heded said many of her students need remediation, especially in writing.

A  B  C  D  E  F  G  H  I  J  K  L  M  N  O  P  Q  R  S  T  U  V  W  X  Y  Z

Page 1     1-20 of 95    1  | 2  | 3  | 4  | 5  | Next 20