What Works: Effective Instructional Strategies. -- Efins.htm offer remedial instruction only as needed. Provide vocational teachers with professionaldevelopment activities so they can gain the expertise needed to teach http://www.flstw.fsu.edu/integrate/efins.html
Extractions: Effective Instructional Strategies Encourage teachers to have higher expectations for their students, particularly in their use of basic academic skills. Assign meaningful homework on a regular basis, including in vocational classes. Establish expectations that homework be completed. Develop coordinated instructional plans between vocational and academic teachers - plans that reinforce instructional objectives, strategies, and content in both areas. Have vocational teachers serve as guest speakers in academic classes to reinforce the need for what academic teachers are teaching. Use vocational student organization projects as a springboard for having vocational and academic teachers work together. Have vocational and academic teachers agree to reinforce the same basic academic skills for a particular period of time - for example, a grading period or several weeks. Have vocational and academic teachers develop cooperative assignments. Have academic teachers borrow equipment/supplies from vocational laboratories to illustrate actual math and science applications. Have vocational teachers incorporate academic skills in their day-to-day instruction, not try to teach students through drill and practice procedures.
Reviewed By Sara Levin This aids in remedial instruction. The instructor told me that it takes virtuallyno time to teach students how to use this program regardless of their http://personal.ecu.edu/SRL1122/Review.htm
Extractions: Date published: Title of Software: PLATO Learning System Producer: PLATO Learning Inc. Price: $4,500 ($2,500 for an educational License) Physical Description: 20 Disks, Installation takes 4 Hours, Requires Windows 95, 98, or 2000 Technical Information Documentation: PLATO courseware incorporates effective instructional strategies for skill development with real-life applications to help learners establish a solid foundation of skills. From this base, learners develop the critical thinking skills necessary to function effectively in todays increasingly complex world. PLATO courseware is designed for independent study programs. Students can study communications, mathematics, science, social studies, interdisciplinary studies, technology, and life skills. Mode/Technique: PLATO involves tutorial, drill and practice, problem solving, games, and mastery tests to teach the students. It tutors students as they progress through individual subject by giving them definitions and explanations as they progress. It drills the students by making them answer several related questions to the topic they are studying.
PediatricsKerala.com patterns of errors, and provide direction for systematic remedial instruction. HELPINGTHE DYSLEXIC CHILD. If I can't learn the way you teach, will you teach http://www.pediatricskerala.com/html/weekbk.htm
Extractions: THE HIDDEN HANDICAP In any class at least 20% of children get poor marks - they are scholastically backward. The causes may be due to physical problems, poor intelligence, learning disability or causes in the environment. And learning disability is called a hidden handicap because these children have normal intelligence but still perform poorly in studies. LEARNING DISABILITY About 10 per cent of young children suffer from Dyslexia or Learning Disability. That is, in a school of 1,000 children, at least 100 could be Dyslexic If the child gets poor marks, it is because he suffers from a learning problem. Poor school performance should be seen as a symptom reflecting a larger underlying problem in children. We should scientifically analyse this symptom, discover its underlying cause and find a remedy. Some children doing poorly in school are actually intelligent. Their overall brain growth is normal, but minuscule brain areas concerned with skills of reading, writing, spelling, language or arithametic have not developed adequately. Poor discipline, broken homes, discordant eveironment, etc., lead to poor school perfomence too.
Neverstreaming: Preventing Learning Disabilities // Robert E. Slavin students never become remedial readers. To do this, they provide students with instructionthat is closely tied to classroom reading instruction and teach them http://www.ascd.org/publications/ed_lead/199602/slavin.html
Extractions: Neverstreaming: Preventing Learning Disabilities With appropriate prevention and intervention, nearly all children in the early elementary grades can learn to read well. Robert E. Slavin Once upon a time, there was a town whose playground was at the edge of a cliff. Every so often a child would fall off the cliff. Finally, the town council decided that something should be done about the serious injuries to children. After much discussion, however, the council was deadlocked. Some council members wanted to put a fence at the top of the cliff, but others wanted to put an ambulance at the bottom. In this parable, the idea of putting an ambulance at the bottom of the cliff clearly is foolish on many levels. Waiting for children to be injured and only then providing them with help is cruel and inhuman if the damage can be prevented. Further, it is needlessly expensive; an ambulance costs far more than a fence. Yet longstanding policies in special education, especially for children with learning disabilities, are very much like this ill-considered idea. Schools generally provide pretty good programs in kindergarten, 1st grade, and beyond, but they know with certainty that a number of children will fall by the wayside. In particular, a certain number of children of normal intelligence will fail to learn to read. After a while, these children are very likely to be retained, assigned to long-term remedial services, or labeled as having specific learning disabilities and provided with special education services.
Fla. School Law teacher shall hold a valid regular Florida certificate to teach academic subjects ofreceipt of the written notification to provide remedial instruction to the http://www.santarosa.k12.fl.us/middle/fla.htm
Extractions: FLORIDA SCHOOL LAW 228.041 (34) A home education program is sequentially progressive instruction of a student directed by his or her parent or guardian in order to satisfy the requirements of ss.232.01 and 232.0201. 232.2 Regular school attendance. Regular attendance is the actual attendance of a pupil during the school day as defined by law and regulations of the state board. Regular attendance within the intent of s.232.01 may be achieved by attendance in: A public school supported by public funds; A parochial, religious, or denominational school; A private school supported in whole or in part by tuition charges or by endowments or gifts; A home education program that meets the requirements of s.232.0201; A private tutoring program that meets the requirements of s.232.0202. 232.0201 Home education programs. Regular school attendance as defined in s.232.02 may be achieved by attendance in a home education program as defined in s.228.041. The parent or guardian is not required to hold a valid regular Florida certificate to teach.
Lexia Institute -software For Dyslexia - Products language arts instruction, for remedial teaching, and incorporate phonics componentsinto their literacy instruction; Definitely teach from the previous Color http://lexia.mgh.harvard.edu/products/products.html
Extractions: LessonPlanner for Windows 95 and Macintosh.... a software tool designed for literacy teachers, especially Slingerland and Orton-Gillingham professionals. All the essential resources at your fingertips Improves remedial language arts instruction Enhances whole language reading and spelling Contains a strong alphabetic-phonics core Lexia has developed the LessonPlanner software system for teachers who use one of the alphabetic-phonics-, multisensory approaches to language arts instruction, for example, Orton-Gillingham and Slingerland. LessonPlanner brings together in one system the resources required for planning daily lessons. Teachers are using this powerful software tool for initial language arts instruction, for remedial teaching, and to add a phonics component to meaning emphasis methods, such as whole language. They report that it helps them build more comprehensive, individualized, effective lessons; it saves time; and it helps them master the scope and sequence and concepts of alphabetic-phonics. What teachers say about LessonPlanner LessonPlanner...
Play And Teach Learning Abilities Books This book can be used for regular, remedial, or enrichment instruction becausethe ages of the children are not shown. They teach lessons and entertain. http://www.playandteach.com/members0626.htm
Extractions: The author is a school psychologist and children's book writer who has written children's books about motivation, memory skills, and how to learn colors. She has written Dolch sight word books for first grade, second, and third grades. She has also written A Basic Guide for Writing, Selling, and Promoting Children's Books: Plus Information about Self-Publishing. A Funny Dolch Word Book #1: Stories, Poems, Word Search Puzzles The delightful stories and poems have these themes: bonding between parents and children; sharing; caring about others; learning not to be a bully; seeking goals in a peaceful manner; learning not to procrastinate; being considerate; being grateful; staying out of trouble; controlling temper; and helping others.
Instructional Programs are licensed by the State Board of Education to teach the grade school offers remedialreading and mathematics, grades 15; remedial instruction for required http://www.loudoun.k12.va.us/teacher.htm
Extractions: NEWS ACADEMICS PURCHASING ADMINISTRATION INFORMATION LCPS Instructional Programs TEACHERS Loudoun's classroom teachers have been carefully selected to provide the individualized attention that will encourage youngsters to learn and achieve to the best of their ability. A mentor program for teachers new to the profession, rigorous performance evaluation for all teachers, and challenging staff development programs help to ensure superior teaching and learning in Loudoun classrooms. All Loudoun teachers are licensed by the State Board of Education to teach the grade level or subject area for which they are employed. More than one third hold advanced degrees; the majority have taken graduate courses. INSTRUCTIONAL PROGRAM Elementary School, Grades K-5
This Resource Is Provided By The Greenwood School, A Pre- emphasize language content and how to teach it, using a designing reading, writing,and language instruction, both preventive and remedial, is still http://www.greenwoodinstitute.org/resources/ressum.html
Extractions: This resource is provided by The Greenwood School , a pre-preparatory boarding school for boys with dyslexia and related language disorders, and The Greenwood Institute , offering teacher training and home schooling support programs for teachers and parents of students with dyslexia and related language disorders. Implementing Effective Instruction for Students with LD: A Challenge For the Future This article appears on pp. 87-93 in Learning Disabilities: Lifelong Issues (#2401; $36.00) published by Brookes Publishing Co., P.O. Box 10624, Baltimore MD 21285-0624, Tel: 1-800-638-3775; 410-337-8539; custserv@pbrookes.com goal and gold boost and boast unanimous and anonymous . Their weak sense of word structure undermines their ability to learn the code of written English (Stanovich, 1991; Vellutino, 1991; Wagner, 1988). As time goes on, this core problem in turn compromises the learning of word meanings, comprehension of text, spelling, written expression, and motivation for language-based learning (Juel, 1994; Stanovich, 1986). Obviously, students with language-based reading disabilities are at high risk for school failure. Do we practice what we know? Unfortunately, we do not employ research-based practices broadly enough to prevent or ameliorate many learning disabilities.
Bibliography Dyslexia Theory and Practice of remedial instruction. 2nd edition. York Press,1995. Culturally Proficient instruction A Guide for People Who teach. http://web.centre.edu/edu/EDU330Web Page/Bibliography.htm
Extractions: Algozzine, Robert. Childhood Behavior Disorders . 2nd edition. Pro Ed., 1997. LC4801.A42.2001. Anderson, Peggy L. Case Studies for Inclusive Schools . Pro Ed, 1997. Appelstein, Charles D. No such thing as a bad kid : understanding and responding to the challenging behavior of troubled children and youth Armstrong, Thomas. ADD/ADHD Alternatives in the Classroom Armstrong, Thomas. The Myth of the ADD Child Bender, William. Differentiating Instruction for Students with Learning Disabilities: Best Teaching Practices for General and Special Educators . Crowin Press, 2002. LC4704.5.B46.2002. Bender, William. Professional issues in learning disabilities: practical strategies and relevant research findings . Pro-Ed, 1999. Chazan, Maurice. Helping Socially Withdrawn and Isolated Children and Adolescents Clark, Diana. Dyslexia: Theory and Practice of Remedial Instruction . 2nd edition. York Press, 1995.
Template method for various kinds of remedial instruction, oneon ESL and bilingual classes,small remedial classes, adult learner, b) Do not teach phonics explicitly c http://www.riggsinst.org/uc.htm
Extractions: Discussion of Educational Reform Issues, Primarily What Other Listservs and Newsgroups Are Not Discussing, and Short (10-pages or less) research articles published directly on our server plus links to other home pages and/or research papers which we believe will facilitate discussion of teaching techniques, reform possibilities, etc. and which we believe will be of interest to our subscribers. Our purpose is to provide additional FREE services, and pertinent and timely information for the overall improvement of education which we think must begin (not end) with improvements in teaching our own children our own language. Each of the three separate listservs will be monitored by The Riggs Institute for appropriate content, and each will have a separate EMail address. Anyone may subscribe and unsubscribe to all, or to each individually, as they wish. A more detailed description of each listserv follows:
Extractions: Different states offer various solutions ECHOES OF THE New York City remedial education controversy can be heard across the country. In California, trustees of the 22-campus California State University system, troubled by a steady increase in the number of students who need remedial help in English and/or mathematics, have introduced policies intended to reduce the need for remediation to not more than ten percent of regularly admitted freshmen by fall 2007. However, in the two years since these policies were adopted, the number of students needing special help has gone up, not down. Texas legislators are beginning to chafe at the cost of providing remedial instruction (called "developmental" education in Texas) an estimated $172.5 million for the 1998-1999 biennium. Massachusetts now limits remedial instruction to ten percent of freshmen at public four-year colleges and next year will lower the cap to five percent. Other states that have taken measures to curtail remedial classes include Louisiana, Ohio, Oklahoma and South Carolina.
Special Services And Programs to Smoking) are programs designed to teach students skills to Comprehensive EducationClasses remedial instruction is offered to qualifying students in the http://www.ccts-ettc.org/st_luke/programs.html
Extractions: Special Services and Programs ART AND MUSIC Weekly instruction is given to all students in grades, Kindergarten through Fifth grade, in Art and Music. COMPUTER CLASSES A part-time computer teacher is on staff. Weekly classes in Computer Literacy are held for all students in grades Kindergarten through Fifth. Supplemental instruction in individual curriculum areas will also be given to the students in grades four through eight. Each classroom, Preschool through Eighth, is equipped with an instructional computer which is used to supplement the curriculum. DARE DARE (Drug Abuse Resistance Education) and C.H.A.S (Choosing Healthy Alternatives to Smoking) are programs designed to teach students skills to resist peer pressure when confronted with drugs, alcohol and cigarettes. The DARE program at St. Luke Catholic School is taught by a DARE officer from the Stratford Police Department along with the fifth grade teacher. C.H.A.S. is taught in seventh grade. EXTENDED DAY PROGRAM St. Luke Catholic School has an Extended Day Program which is designed to meet the needs of working parents and to allow students the opportunity to work, play and improve academic skills through individualized attention. Any student of St. Luke Catholic School may participate on a daily, weekly or occasional basis. Forms are available through the School Office to register for the Extended Day Program. Rates are available by clicking on the title above.
Curriculum Vitae: The Legacy Of Robbie Case A developmental approach to the design of remedial instruction. research on learningand instruction (pp these and other topics, designed to teach rudiments of http://www.oise.utoronto.ca/depts/hdap/resume.html
Extractions: A Design for Development: CURRICULUM VITAE (Highlights) Robbie Case PERSONAL DATA EDUCATIONAL BACKGROUND EMPLOYMENT HISTORY AWARDS (selected highlights; 1980-2000) RESEARCH GRANTS (selected funding from 1990-2000) Social Sciences and Humanities Research Council of Canada PUBLICATIONS Books/Monographs (1985-2000) Intellectual Development: Birth to Adulthood . New York: Academic Press. (19 chapters, 430 pp). [Translated into Spanish, Korean, Chinese, German] The Mind's Staircase: Exploring the conceptual underpinnings of children's thought and knowledge . Hillsdale, NJ: Lawrence Erlbaum. (19 chapters, 411 pp). [Translated into Chinese] The new structuralism in developmental theory and research: Analysis of Individual Developmental Pathways Monographs of the Society for Research in Child Development , (8 chapters, 298 pp). Articles in Refereed Journals (selected 1985-2000) Cognitive Development International Journal of Psychology International Journal of Psychology Developmental Review Journal of Social and Biological Sciences Merrill-Palmer Quarterly International Journal of Educational Psychology Cognition and Instruction Developmental Review Brain and cognition Educational psychologist Child development Issues in Education , pp. 1-65.
Sound Reading Solutions: Teachers Page Sound Reading is ready to use and easy to teach. Within one year of completingSound Reading, 50% of these students no longer need remedial instruction. http://www.soundreading.com/teachers.html
Extractions: Online Order Form Information for Teachers The Sound Reading system's integrated approach to reading includes the Teacher Directed Programs which are packed with activities that teach Phonemic Awareness, Phonological Recoding and Rapid Naming. These build successful and flexible reading and spelling abilities. Each program includes a workbook and activates with easy to teach, all inclusive, day-by-day lesson plans. Components of the program include: CLAP , a speech and language based sound approach to pre-reading skills for pre-K and Kindergarten children; The Means-to-an-End Readers Coming this spring: The Hop, Skip and Jump into Reading Software Sound Reading Software Sound Reading Activity Programs - activities for Emerging, Elementary, and Teens, 20's and Beyond Elementary Pupils Software Teens, 20's and Beyond
HSLDA | Florida--A Legal Analysis holds a valid Florida certificate to teach the subjects or grades in which writing . The parent shall have one year to provide remedial instruction to the http://www.hslda.org/laws/analysis/FL.asp
Extractions: FLORIDA Updated August 2002 Compulsory Attendance Ages: "attained the age of 6 years by February 1 ... but have not attained the age of 16 years." Florida Statutes Annotated § 1003.21(1). Required Days of Instruction: 180 days for public and private schools. Florida Statutes Annotated § 1003.02(1)(g)1. However, home schoolers operating under option 1 below are specifically excluded from this requirement.
Teacherperceptdi.html risk children or for children who needed remedial instruction in 20 (ie specificallydesigned instruction!). . given another way to approach how to teach reading http://www.uncwil.edu/people/kozloffm/teacherperceptdi.html
Extractions: University of North Carolina at Wilmington Introduction Direct Instruction is a series of curricula in language, reading, math, and science published by Science Research Associates, a division of McGraw-Hill. Thirty years of research shows that Direct Instructionone type of focused instructionfosters rapid and reliable achievement in students regardless of ethnicity, "race," family background, or socioeconomic status. For example, both large scale and smaller scale experimental research comparing the outcomes of different forms of instruction shows that: 1. Children who are taught math, spelling, reading, and remedial reading with Direct Instruction curriculasuch as Reading Mastery Connecting Math Concepts (Engelmann Carnine, 1992), Corrective Reading (Engelmann, Carnine, Johnson, 1999), and Spelling Mastery 2. The early gains of children who were taught some subjects with Direct Instruction are sustained in later grades. For example, Meyer (1984) followed children (predominantly Black or Hispanic) in the Ocean Hill-Brownsville section of Brooklyn who had been taught reading and math using Direct Instruction in elementary school. At the end of the 9th grade, these students were still one year ahead of children who had been in control (nonDirect Instruction) schools in reading, and 7 months ahead of control children in math. Similar results were found by Gersten, Keating and Becker (1988). Former Direct Instruction students continued to out-perform children who had received traditional instruction. In addition, in contrast to comparison groups of children who had not received Direct
The Science Of Education teachers have to change how they teach once class size is reduced for monitoringof student progress; (7) Easing the burdens of remedial instruction when the http://www.ship.edu/~tbbrad/science_of_education.htm
Extractions: Shippensburg, Pennsylvania **It is so solidly confirmed that class size is a critically important variable in effective education that even the legislature has begun to consider proposals to provide school districts with incentives to reduce class size. The costs involved in reducing class size are obvious, but the potential for significant improvements in educational outcomes are very promising based on decades of research. However, I haven't heard any of the proponents for smaller class size tell the rest of the story. Reducing class size only provides the opportunity for improved instruction. Teachers have to change how they teach once class size is reduced for those improvements to be manifested in the lives of children. Again we see the paramount importance of what teachers do in classrooms to the success of children in school. CLASS SIZE! Do you believe the coverage the topic is getting. From the "State of the Union" message of President Clinton to articles in the Harrisburg Patriot to an article by AP education writer Robert Greene that appeared in the Public Opinion on February 9, 1998 (Chambersburg, PA), attention is being focused on this issue. The
The Daily University Star ONLINE Opinions who was to provide the remedial instruction. Later, in 1986, Felton v. Aguilar ruledthat using public school teachers to teach remedial education courses at http://www.universitystar.com/97/04/17/041797o1.html
Extractions: Viewpoint In 1965 the Elementary and Secondary Education Act required all schools to provide remedial education to all children. This was fine, save that the act did not specify who was to provide the remedial instruction. Later, in 1986, Felton v. Aguilar ruled that using public school teachers to teach remedial education courses at public schools was a violation of the Establishment Clause of the First Amendment and could be interpreted as a direct subsidization of private, religious schools by federal dollars. If the parochial schools cannot provide their own instructors for the program, then they must, as a private institution, come up with the funding on their own. The state of New York had to come up with the money to comply with the Elementary and Secondary Education Act. Are parochial schools exempt from funding their own programs? However, it is using public funds to finance schools at private, parochial schools and appears to possibly be in violation of the Constitution. This must change.
