61. TUTORING SERVICES: Special Education Remedial Instruction providing remedial instruction for eight years. I am offering summer tutoring for students seeking remedial instruction, reinforcement of learning http://teachers.net/classifieds/tutorsavailable/topic203/6.19.05.19.36.21.html

My Links: chat center Chatboards Chat Center ... TUTORING SERVICES Special Education Remedial Instruction Posted by Abby Brennan/Rockland County, NY on 6/19/05 I have worked as a Special Education Resource Room Teacher providing remedial instruction for eight years. I am offering summer tutoring for students seeking remedial instruction, reinforcement of learning strategies and compensatory skills. I will offer summer tutoring for students wishing to remediate skills and strageies. If interested, please contact me @ Abbybrennan@verizon.net. to set up a meeting. Goods and Services Items Wanted Books For Sale Teaching Supplies Teacher Created ... Miscellaneous Career Services Help Wanted Educational Programs Distance Learning Distance Teaching ... Financial Services Advertising Services Help Wanted Free Classified Ads Section Sponsorship Web Teachers.Net Site Map: Jump to... Teacher Jobs Chatboards Lesson Plans Local Network Project Center Chatrooms Meetings Mailrings Classified Ads ** Forums ** Teacher Chatboard Administrators Media Spec/Lib Retired Teachers Pre-School(EC) Kindergarten Primary Elem Upper Elem Middle School High School College Profs Student Teachers Begin Teachers Subst Teachers Classroom Mgmt Classrm Disci Multiage Classrm Adult Educ Gifted/Talented Special Educ Private School Montessori Prof Reading Counseling Jobhunters Math Teachers Science Teachers Social Studies Music Teachers Fine Art Teachers Health Chatboard PE/Coaching Brain-Compatible School Humor MESSAGE CENTER Letters to Editor Ed Advocacy Current Events Politics Gatherings Social Chatboard

62. The Relationship Between Phonics And Phonemic AwarenessBeginning And Remedial Re Beginning and remedial reading instruction The intertwined roles of phonics and In a number of these studies, the teaching of phonemic awareness has http://www.educationnews.org/relationship_between_phonics_and.htm

EducationNews.org "A Partner in Insight and Commentary" Ranked #1 on the Internet for EducationNews Friday, July 29, 2005 Daily EducationNews Free On-Line Subscription Bulletin Board Home ... 7 Day News Archive The relationship between phonics and phonemic awareness Beginning and remedial reading instruction: The intertwined roles of phonics and phonemic awareness. By Dr. Kerry Hempenstall The debate about the role of phonics in beginning reading instruction has had a long and stormy history. However, research over the past twenty years has been sufficiently sound to allow firm conclusions about the necessity of phonics instruction. Recently, consensus has also been achieved within educational communities that these findings should be enshrined in educational policy and practice. Questions that now arise are (1) what kind of phonics does the evidence support? What is meant by explicit, implicit, embedded, systematic, analytic, synthetic? (2) What is the relationship between phonics and phonemic awareness? (3) What does the research indicate about older struggling readers? Over the last ten to twenty years there has been increasing consensus about reading success and failure. Reviews by Hurford, et al., 1993; and Mann, 1993 have noted that the presence or absence of phonemic awareness predicts the future membership of good/bad reader categories, and discriminates good readers from poor readers.

63. City Of Leesburg: Library Reading instruction, diagonstic teaching in the classroom. Larry Allen Harris. Guidelines to teaching remedial reading. Lillie Pope. 428.4207/POP http://www.ci.leesburg.fl.us/library/reading.asp

Leesburg Florida The Lakefront City DEDICATED TO OUR COMMUNITY COMMITTED TO SERVICE EXCELLENCE Home Departments City Commission Calendar ... Links The Holocaust: Reading List Library Links Library Home Library Catalog Children's Area Teacher ... Click Here to Email Us. Library Links Reading Instruction Learning Disabilities The Holocaust Reading Instruction Classroom Instruction For Parents and at Home Remedial and Adult Education Guides to Children's Books Classroom Instruction 1 2 3 books: simple books to make for working with young children. Jean Warren. 371.3078/WAS Booksharing: 101 programs to use with preschoolers. Margaret Road MacDonald. JR027.52/McD Children learning to read: a guide for parents and teachers. Seymour W. Itzkoff. 372.4/ITZ Children's literature in the elementary school. Charlotte S. Huck. 372.64/HUC Comprehension: reading for understanding, grade 1. J428.4/COM Comprehension: reading for understanding, grade 2. J428.4/COM Comprehension: reading for understanding, grade 3. J428.4/COM Comprehension: reading for understanding, grade 4. J428.4/COM

64. Department Of Curriculum Teaching Evaluation of materials, methods, tests, and remedial techniques in resource room regular and special classes, and individual remedial instruction. http://www.tc.edu/c&t/deptcourses.asp

Departmental Mission Programs Faculty Special Application Requirements ... Visitors Center The following course descriptions are available. Please check the TC Course Schedule or contact the department for course availability. Department Courses: Enrollment limited to 35 students. For students preparing to be both general and special-education teachers. Exploration of the historical, legal, cultural, and social/emotional experiences and representations of the characteristics of people across the full range of disabilities. The course focuses on life contexts, including education, family (caregiver), employment, and independent living as well as life-span transitions. It draws on a wide range of interdisciplinary scholarship and ways of knowing. Special fee: $25. Enrollment limited to 35 students. For both students preparing to be both general and special-education teachers. This course is designed to foster collaborative, problem-solving relationships among general and special education teachers and student families in designing and modeling inclusive pedagogies and practices for diverse learners. It also overviews the classroom uses of assistive instructional technologies and other accommodations in a laboratory format. Special fee: $25. The nature and design of educational activities: theory, research, and practice of curriculum design.

65. Elementary Education Course List And Description For Bachelor Master And PhD 587, IMPROVEMENT OF instruction IN LITERACY, 4, Teaching developmental (f) remedial instruction of children with reading problems clinical practicum. http://www.mluxo.com/Majors-courses-and-subject/Elementary Education_bachelor_ma

Login Password Elementary Education course list and description for bachelor master and PhD Fee evaluation see if you are qualified to earn an Elementary Education degree from a U.S university ! Course Number Course Name Course Credit Course description INTRODUCTION TO EARLY CHILDHOOD EDUCATION Review of the field in terms of history, philosophy and professional opportunities; observation of young children. EFFECTIVE TEACHING Teacher behaviors positively affecting student achievement. INTRODUCTION TO MIDDLE SCHOOLS Examines various forms of curricula currently used in middle schools, developmental issues concerning middle school students and appropriate instructional strategies. Provides an opportunity to closely examine issues through on-site visits to middle schools in the area. PROFESSIONAL PRACTICUM AND SEMINAR Observation, participation and related seminars to enable each student to make a suitable professional decision. S/U grading. ELEMENTARY PRACTICUM In-school observation and participation focusing on effective teaching. Required for recommendation to student teach. S/U grading. Repeatable to a maximum of 4 credits. PRACTICUM IN LITERACY Inschool experience observing and teaching reading and language arts. Required for recommendation to student teach. S/U grading. Repeatable to a maximum of 4 credits.

66. Adult Literacy, Remedial Education, And GED Teachers And Instructors - Job Descr teach or instruct outof-school youths and adults in remedial education classes, Adapt teaching methods and instructional materials to meet studentsÆ http://www.careerplanner.com/Job-Descriptions/Adult-Literacy,-Remedial-Education

Home More Job Descriptions Career Assessment Free Career-Job Info ... Sign-In Search Career Tests Why Take Our Career Test More About Our Career Test What Customers Say... Sample Career Test Report ... Tell Your Career Story Featured Articles Personality Tests Help You To Achieve a Great Career Career Test Review Secrets To Good Decision Making All About Career Testing - ... Listing of All Articles Job Description for: Adult Literacy, Remedial Education, and GED Teachers and Instructors Job Description for: 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. Click here to take our Career Test FREE: Click Here To Find Job Postings For: Adult Literacy, Remedial Education, and GED Teachers and Instructors Job Tasks for: Adult Literacy, Remedial Education, and GED Teachers and Instructors 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.

67. Teachers-adult Literacy And Remedial And Self-enrichment Education All adult literacy, remedial, and selfenrichment teachers must prepare being used to supplement instruction in basic skills and in teaching ESOL. http://www.bls.gov/oco/ocos064.htm

Skip Navigation Links Latest Numbers U.S. Department of Labor Bureau of Labor Statistics Occupational Outlook Handbook www.bls.gov OOH Search/A-Z Index BLS Home Get Detailed Statistics ... Find It! In DOL Printer-friendly version ( HTML PDF Nature of the Work Working Conditions ... Sources of Additional Information Significant Points Many adult literacy and remedial and self-enrichment teachers work part time and receive no benefits; unpaid volunteers also teach these subjects. Opportunities for teachers of English as a second language are expected to be very good, due to the expected increase in the number of residents with limited English skills who seek classes. Demand for self-enrichment courses is expected to rise with growing numbers of people who embrace lifelong learning and of retirees who have more free time to take classes. Nature of the Work About this section Back to Top Self-enrichment teachers teach courses that students take for pleasure or personal enrichment; these classes are not usually intended to lead to a particular degree or vocation. Self-enrichment teachers may instruct children or adults in a wide variety of areas, such as cooking, dancing, creative writing, photography, or personal finance. In contrast, adult literacy and remedial education teachers remedial or adult basic education (ABE) , which is geared toward adults whose skills are either at or below an eighth-grade level;

68. ENGLISH - Curriculum For All Grades Hours for remedial instruction In addition to regular English studies, The standards for teaching English as a foreign language have now been set; http://www.education.gov.il/tochniyot_limudim/eng2.htm

Issues Pupil Diversity As a result of the diversity existing in the classroom, there are groups of pupils who, for various reasons, will reach the foundation, intermediate and proficiency levels at different times and not necessarily at the grade levels mentioned in the section Description of Terms. Therefore, the implementation of the curriculum for these pupils is different and requires special attention. These populations include: pupils who are native speakers of English, or have grown up in a bilingual home or have lived or studied in an English-speaking environment pupils who are native speakers of Arabic, whose school language learning load includes Modern Standard Arabic as well as Hebrew and English pupils who are new immigrants, and need to learn Hebrew as a second language as well as English as a foreign language pupils who, as a result of socio-economic circumstances, are inadequately prepared for schooling pupils who have special needs, such as pupils with hearing and vision problems, dyslexia, attention disorders, and emotional and cognitive impairments Recommendations to Schools for Implementing the Curriculum The following are recommendations to schools for implementing the curriculum. The recommendations are divided into three categories: school policy, appropriate instructional resources and scheduling.

69. Do You Have Any Research On Effective Practices For Teaching DE *Handwriting; *Teaching-Methods; *Writing-instruction; *Writing-Skills DE Case-Studies; Elementary-Secondary-Education; remedial-instruction; http://www.eduref.org/cgi-bin/printresponses.cgi/Virtual/Qa/archives/Subjects/La

Printer friendly text Teaching Handwriting An AskERIC Response March 2003 Question Do you have any research on effective practices for teaching handwriting? Response Hello, In response to your request on handwriting instruction, I conducted a sample search of the ERIC database. Below I have appended my search strategy, citations with abstracts, and directions for accessing the full text. These citations may represent an introductory, rather than exhaustive, search for research and resources on effective practies for teaching handwriting. If you would like to conduct your own free ERIC database searches via the Internet, please visit the ERIC Database Help pages for directions or go directly to http://www.eduref.org/Eric/adv_search.shtml to search. I have also included some related resources that may be helpful. Thank you for using AskERIC! If you have any questions or would like further assistance, please do not hesitate to send another message. AskERIC Staff Internet Sites: * Handwriting Instruction This bibliography was compiled by the ERIC Clearinghouse on Reading, English, and Communication.

70. Southern Connecticut State University Graduate Studies Theory and practice of remedial instruction. Focus on methods successful with Use of technology in teaching and learning. Prerequisite RDG 568. http://www.southernct.edu/departments/graduatestudies/gpofferingsRdg.php3

Search: Banner Web Web Survey Site map READING (This information is updated as needed and does not reflect the current, published Graduate Catalog. A new edition of the Graduate Catalog is printed annually in April.) BRUCKER, PAMELA O., Chairperson, Associate Professor; B.S., M.S., Sixth Year Diploma, Southern Connecticut State University; Ed.D., University of Sarasota. Tel. (203) 392-5938 BOYLES, NANCY N., Graduate Program Coordinator, Professor; B.A., Wilson College; Ed.M., C.A.G.S., Ed.D., Boston University. Tel. (203) 392-5946 DREYER, LOIS G., Professor, B.S., New York University; M.A., Ed.M., Ph.D., Columbia University. ROSCOW, MARAVENE E., Professor, B.S., Duke University; M.S., Sixth Year Diploma, Southern Connecticut State University; Ph.D., Columbia University. Application deadline: Rolling admissions The Graduate Reading Program provides programs of study for certified teachers at the elementary and secondary levels. Graduate students may fulfill requirements for the Master of Science Degree, the Sixth Year Professional Diploma, Remedial Reading and Remedial Language Arts Teacher Certification or Reading and Language Arts Consultant Certification. MASTER OF SCIENCE DEGREE With the help of an adviser, students plan a 30 to 33 credit program to fulfill the requirements for the Connecticut certification for Remedial Reading and Remedial Language Arts Teacher.

71. Reassignment The teacher is responsible for individually tailored instructional plans complying with The work required to supervise the remedial program and teach http://homepage.mac.com/dtrapp/essays/reassignment.html

Reassignment a reflection on the status of science education in Sequim The site author is no longer teaching either chemistry or physics at Sequim High School. The school principal (who departed to another job shortly thereafter) claimed he reassigned the author to primarily remedial instruction of English, social studies, health, and math on direction from a school board member. He explained the justification for the reassignment had little to do with the author's qualifications or teaching skills. The author has both BA and MA in chemistry and extensive physics training at Oak Ridge, Harvard, Stanford, Santa Barbara and elsewhere. All teaching evaluations have been satisfactory, the highest evaluation possible. The author has received awards and recognition for outstanding chemistry and physics teaching (the most recent in May 2002) , and a great many accolades from former students. The reason given for the reassignment was there had been too many complaints by students and parents. By contract ALL complaints must be forwarded to the employee so that the employee might make correction or address the complaint.

72. Indiana State University : Blumberg Center : Dyslexia-Related Books For Teachers book describes procedures for assessment, evaluation, and remedial instruction. Teachers need to know how to use a wide variety of teaching methods, http://www.indstate.edu/soe/blumberg/reading/rd-bookteacher.html

Home About the Reading Process Reading ... and Help Resources and Help Subtopic: Books for Teachers An Observation Survey: Of Early Literacy Achievement Marie M. Clay (2002)., Portland, Maine, Heinemann. This book provides for the systematic observation of young children's responses to classroom reading and writing in the first years of school. Best Practices in Literacy Instruction Linda B.Gambrell, Lesley M. Morrow, Susan Neuman, Michael Pressly ., (2003). New York.: The Guilford Press. Offering practical guidance for literacy educators, curriculum development specialists, and other education professionals and policy makers, this volume considers how we can most effectively improve the quality and content of reading and writing instruction. Classrooms That Work: They Can All Read and Write Designed for courses that focus on instructional reading methods for struggling and culturally diverse students, this affordable text assists pre-service and in-service teachers in enriching the learning and reading skills of ALL children. Dyslexia: A Practical Guide for Teachers and Parents Barbara Riddick, David Lumsdon, Judith Wolfe, David Lumsom

73. Joannejacobs.com: Teaching The Brain To Read Teaching phonics to second and third graders with reading problems improves their Unfortunately, poor readers usually get poor remedial instruction that http://www.joannejacobs.com/mtarchives/014037.html

« Democrats for NCLB Main Another path to success » May 09, 2004 Teaching the brain to read Teaching phonics to second and third graders with reading problems improves their reading skills by changing their brains to resemble good readers' brain patterns, says a new study. Unfortunately, poor readers usually get poor remedial instruction that doesn't change their skills or their brain activity, concludes a study by pediatrician Sally Shaywitz and neurologist Bennett Shaywitz of Yale University School of Medicine. Science News reports: At the beginning and end of the school year, the investigators administered reading tests and functional magnetic resonance imaging scans to three groups of children, ages 6 to 9, attending school in New York or Connecticut. The brain scans were taken as each volunteer tried to identify written letters that matched spoken letters. In one of the groups, 37 underachieving readers were given experimental tutoring that consisted of 50 minutes of daily, individual instruction in letters and combinations of letters that represent speech sounds called phonemes. The lessons also focused on development of fluency in reading words, oral reading of stories, and spelling. Another 12 deficient readers received standard remedial reading and special education programs in their schools. These students didn't receive explicit instruction in learning to recognize how letters correspond to phonemes.

74. Undergraduate Teaching [UGRAD] Spreadsheet Data reflecting the total undergraduate teaching effort by the Number of students to whom special remedial instruction was delivered during the year. http://provost.uconn.edu/characteristics/progchr5.html

Provost's Homepage Spreadsheets: Program Characteristics [CHAR] Scholarly Productivity [SCHOLAR] Scholarly Reputation [REPUT] External Funds [FUNDS] Undergraduate Teaching [UGRAD] Graduate Teaching [GRAD] Service [SERV] Overview Undergraduate Teaching [UGRAD] Spreadsheet This spreadsheet contains the metrics concerned with the undergraduate teaching enterprise, including: Metric Reference Explanation Source Quality of Majors GPA of Grads C The cumulative grade point average for the majors graduated during the year. Calculation includes dual majors. OIR Grads Verbal SAT Score D The composite Verbal SAT score of the graduated major cohort. Calculation includes dual majors. OIR Grads Math SAT Score E The composite Math SAT score of the graduated major cohort. Calculation includes dual majors. OIR Count, Univ. Scholars F Number of University Scholars present in the department, as reported by the Honors Office. Count includes dual majors. Honors Office Count, Honors Students G Number of Honors students present in the department, as reported by the Honors Office. Count includes dual majors. Honors Office % Placement Career/Grad H Percentage placement information regarding the most recently graduated cohort of majors, as reported by the department. In the absence of departmental data, the unit may use the responses of the graduated cohort respondents to the recent alumni survey conducted each fall by Office of Institutional Research. The value is the percentage of the cohort placed in either an appropriate career track or in graduate or professional school.

75. Class Size And Secondary School Teaching Assignments Regulations > Ministry Of E considered to be assigned to provide instruction in a remedial course when The forms required for reporting secondary teaching assignments will be http://www.edu.gov.on.ca/eng/funding/b_memo.html

Parents Teachers Students About the Ministry ... News Go to: Postsecondary Education Hints... Back to School Discover the ways Ontario's schools are better this September Official Biographies Minister of Education Deputy Minister of Education Publications and Reports Access publications and reports Research in Education A sample of Ontario, national and international research Education Links Other websites that may be of interest Education Facts At-a-glance information about education in Ontario Popular Topics A list of frequently viewed pages Schools and School Boards Find a school or school board Getting Results Accomplishments in education Frequently Asked Questions Parents Teachers Students Administrators Jobs Current openings at the Ministry Contact Us How to reach us Memorandum To: Directors of Education Secretaries of School Authorities From: Norbert Hartmann, Assistant Deputy Minister Elementary/Secondary Business and Finance Division Ministry of Education Date: June 29, 2000 Subject: Class Size Regulation Secondary School Teaching Assignments Regulation I am writing to provide you with copies of the two new regulations made under the Education Act entitled "Class Size" and "Secondary School Teaching Assignments". These regulations were filed on June 26, 2000 and apply in respect of the 2000-01 school year and subsequent school years. Class Size This regulation sets out the procedures for the determination and reporting of average class sizes in the aggregate of a board's schools and of each school in the board.

76. UNESCO Thesaurus: Alphabetical List remedial instruction MT 1.60 Teaching and training FR Enseignement correctif SP Enseñanza correctiva remedial teaching USE remedial instruction http://www.ulcc.ac.uk/unesco/terms/list128.htm

UNESCO Thesaurus: alphabetical list Religious orders - Research institutes Religious orders USE Religious communities Religious practice MT 3.20 Religion FR Pratique religieuse SP Práctica religiosa UF Religious ceremonies, Worship Religious activities Pilgrimages RT Rites RT Sacred sites Religious reform MT 3.20 Religion FR Réforme religieuse SP Reforma religiosa Religious activities RT Church and State RT Religious movements Religious research USE Theology Religious sects MT 3.20 Religion FR Secte religieuse SP Secta religiosa Religions RT Church RT Religious communities Religious systems USE Religions Remedial instruction MT 1.60 Teaching and training FR Enseignement correctif SP Enseñanza correctiva SN Designed to catch up with a lag in a given subject or field. UF Remedial teaching Teaching methods RT Compensatory education RT Tutoring Remedial teaching USE Remedial instruction Remote data processing USE Data processing Remote sensing MT 5.40 Information technology (software) FR Télédétection SP Teledetección SN An advanced system of information gathering to monitor and forecast developments on the surface of the earth and identify an area's natural resources by looking at the world from aircraft, balloons, or satellites and evaluating the data gathered. UF Sensors, Telemetry

77. Untitled1 READ 860 Reading instruction in the Elementary School 3(3,0) Knowledge and READ 865 Evaluation and Remediation of Reading Problems 3(2,3) remedial http://www.registrar.clemson.edu/publicat/catalog/2004GC/gc_coi/gc_read.html

READING READ 860 Reading Instruction in the Elementary School 3(3,0) Knowledge and skills necessary for teaching reading to varied types of elementary school learners. Preq: Consent of instructor. READ 861 Fundamentals of Basic Reading 3(3,0) Historical progression of the teaching of reading; current theories and reading practices; teaching basic reading skills. READ 862 Clinical Research in Reading 3(3,0) Reading research and literature; original investigation in such problems as development of reading skills and attitudes, clinical procedures, and techniques is required. Preq: READ 861. READ 863 Organizing and Supervising Reading Programs 3(3,0) Supervisory problems with planning reading programs; analysis of methods and materials of teaching; evaluation of reading programs. Preq: One of the following: READ 860, 861, 864, 865, 869. READ 864 Teaching Secondary School Reading 3(3,0) Methods and materials for secondary reading programs in developmental, corrective, remedial, adapted, content, and recreational areas. READ 865 Evaluation and Remediation of Reading Problems 3(2,3)

78. C:\PROGRAM FILES\SOFTQUAD\HOTMETAL PRO 4\gifs\TIx-city.htm Title I programs must provide “instruction by highly qualified 15) Schools may use Title I funds to help teachers learn “ways to teach special needs http://www.cleweb.org/t1.htm

WHAT DOES IT TAKE? TITLE I SCHOOLWIDE PROGRAMS In 1994, Title I of the Elementary and Secondary Education Act was reauthorized in ways that provide strong levers for ensuring a quality education for students served by Title I. The law relaxed the income requirements schools must meet in order to become schoolwide programs. Schools that have fifty percent or more low income students can use their Title I funds to improve the educational program of the entire school, rather than targeting their assistance. This rule represents a great possibility for change, but requires proper planning, implementation and vigilance. Planning for schoolwide programs is an in-depth process, for which the law spells out specific requirements. Schools implementing schoolwide programs must conduct needs assessments and develop comprehensive plans to meet the needs of various constituencies in the school. All planning and implementation must be done with the goal of making substantial yearly progress toward getting all students to meet high state standards. Specific school level requirements for schools implementing schoolwide programs follow:

79. UA Courses | Teaching And Teacher Education TTE 338G Teaching Family and Consumer Sciences Education (4) I Writing Emphasis of prescriptive principles of remedial instruction in mathematics. http://catalog.arizona.edu/courses/001/TTEx.html

Winter 99/Spring 00 Course Descriptions Help reading course descriptions Course numbers link to the Schedule of Classes. Teaching and Teacher Education (TTE ) Dept Info College Info TTE 199 Independent Study (1-3) [Rpt./] TTE 293 Internship (1-3) [Rpt./] TTE 294 Practicum (1-4) [Rpt./] TTE 299 Independent Study (1-3) [Rpt./] TTE 299H Honors Independent Study (3) [Rpt./] TTE 300 Classroom Processes and Instruction (4) I II Classroom observation, management, instruction, and planning processes; includes field work and laboratory experiences. P, admission to the College of Education. TTE 302 Educational Applications in Museum Anthropology (3) I II (Identical with ANTH 302, which is home). TTE 322 Teaching Language Arts and Communication in Elementary (3) The teaching of language and communicative arts in the elementary school, with special emphasis on current approaches and organization of methods and materials. Methods courses in block format only: TTE 322, TTE 323, TTE 324, TTE 326, TTE 327, and TTE 394A. P, ED P 301, TTE 300, admission to the College of Education. TTE 323 Teaching Reading and Decoding in Elementary School (3) The teaching of reading and decoding in the elementary school, with special emphasis on current approaches and organization of methods and materials. Methods courses in block format only: TTE 322, TTE 323, TTE 324, TTE 326, TTE 327, and TTE 394A. P, ED P 301, LRC 480, TTE 300, admission to the College of Education.

80. The Potential - Michigan Dyslexia Institute, Inc. Developed a unique Volunteer Teaching Program to provide testing and remedial reading instruction to dyslexic children and adults unable to pay. http://www.dyslexia.net/news/art11.htm

Back To Table Of Contents The work MDI has done Michigan Dyslexia Institute/Dyslexia Association of America Fact Sheet The Michigan Dyslexia Institute, Inc. was established as a nonprofit educational organization in October, 1982 to serve the more than one-half million dyslexic children and adults of the state. In a very short span of time, MDI emerged as a unique resource and significant educational force in Michigan and in the country. Today: · MDI offers the most comprehensive set of services in Michigan expressly designed to serve dyslexic children and adults. · MDI is the only organization providing direct remedial reading instruction, teacher training, and public information in both the Lower Peninsula and the UP. · MDI has presented more public information programs on dyslexia and trained more school teachers how to teach dyslexic students than any organization in the state. · MDI, through its six centers, is the principal provider of one-on-one remedial reading instruction to dyslexic children and adults in Michigan. Financial assistance is provided for those unable to pay as resources permit. · MDI is the only private organization to be awarded state grants to train public school teachers how to teach dyslexic students and the only one to be formally recognized by the Michigan Legislature for its educational and service contributions to Michigan’s dyslexic citizens.

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