V.3 #4 A Handout for Parents and Teachers - My Child Has a Reading Disability. How Can I Help Him at
This question—how can I help my child at home?—plagues many parents. When the McCormick’s tried to teach Ryan to sound-out words and answer questions about what he read, he snapped at them, pushed the book across the table, and threw a temper tantrum. When the Asher’s tried the same with Wilson, he sobbed. If you typically find yourself in a one of these situations, where your child resists your help with reading, or he just can’t do it, what should you do? What guiding princ
V.3 #4 Counseling/School Psychology - Increasing Motivation
A key component in good instructional strategies includes motivational techniques. Anita Woolfolk (2004), a key educator and researcher in the area of student engagement, defines motivation as “an internal state that arouses, directs, and maintains behavior” (p. 350). On a classroom level, student motivation can be enhanced by understanding Attribution Theory and incorporating techniques to enhance extrinsic and intrinsic motivation for students. Attribution Theory Much resea
V.3 #4 Best Practices - Assuring Successful Annual Reviews: Stakeholder Involvement in the Decision
In developing individualized educational plans (IEPs) for students, federal regulations require an annual review of the program, and further require that parents be contributing members of the IEP team. Depending on the size of the school district, annual review meetings begin anytime from January to June and are conducted for all students with handicapping conditions within a district. Some districts review students throughout the school year, annually from the date a child
V.3 #4 Social-Emotional Development - Book Review—Reading Disabilities: Beating the Odds
Reading Disabilities: Beating the Odds
By Howard Margolis and Gary G. Brannigan
2009, New Jersey: Reading 2008 and Beyond, 301 pages. It is no secret that reading difficulties cause a great deal of anguish. Teachers are perplexed about what to do in the classroom, parents are distraught over what they see as a bleak academic future for their child, and the students themselves experience ongoing social and emotional turmoil as they attempt to navigate skills that they see th
V.3 #4 Early Childhood - Exploring Why Some Children Roam Around: An Opportunity for a Positive Expe
Although the observable characteristics of children with learning disabilities (LD) in a classroom situation become more prevalent in elementary school contexts, preschool and kindergarten teachers often report behavioral tendencies among children who have been identified as having early learning difficulties. For example, these children may be exceedingly more fidgety and less engaged than their counterparts in the early childhood setting (DePaul, Perez, Kuo, Stein, & Sedber
V.3 #4 Literacy - A Reader-Based Technique: Language Experience Approach (LEA)
It’s a pretty simple concept, really. What can be thought can be spoken. What can be spoken can be written. What can be written can be read. What can be read can be understood. In this way, thinking is communicated. It is revised. It is made public; shared. One way to accomplish this is through Language Experience Approach (LEA). This is a technique most commonly incorporated into beginning reading instruction (Grades K-3). However, upper-grade students are sometimes lacking
V.3 #4 Mathematics - Math Problem Solving
Solving real world word problems in math is one of the harder topics for students to learn regardless of ability or grade level. Word problems typically require students to comprehend information presented in a collection of sentences or embedded within a paragraph or story structure. Ideally, students develop a plan on how to solve the problem by identifying relevant information and appropriate calculations that lead to a solution. The level of difficulty in solving word pro