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The purpose of my research is to determine the effectiveness intense phonemic instruction in the classroom as on student’s ability to read successfully.
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Recommandé
The purpose of my research is to determine the effectiveness intense phonemic instruction in the classroom as on student’s ability to read successfully.
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Early Sensitivity to Language Context in a Trilingual Toddler
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Deaf educators are continually seeking evidence-based literacy interventions to meet the needs of their students. This single case design study examined the functional relationship between an enhanced storybook intervention and children’s growth in picture vocabulary. The study extends and supports previous findings while increasing the minimal base of intervention research.
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Dynia, J.M. (2018, July). The association between emergent-literacy skills and child-specific teacher self-efficacy for children with autism spectrum disorders. In E. Solari (Chair). Language, reading, and writing development in individuals with autism spectrum disorders. Symposium conducted at the Twenty-fifth Annual Meeting of the Society for the Scientific Study of Reading, Brighton, UK.
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Deaf educators are continually seeking evidence-based literacy interventions to meet the needs of their students. This single case design study examined the functional relationship between an enhanced storybook intervention and children’s growth in picture vocabulary. The study extends and supports previous findings while increasing the minimal base of intervention research.
Storybook Interventions and Signing DHH Children's Vocabulary
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Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
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The development of aspects of language in human life is very important. A language is a tool of education and interaction between individuals. Language development problems in early childhood that often arise are late language emergence (LLE). From some previous studies, stimulation and education factors become guidelines for teachers and parents in providing appropriate stimulation through the principle of play while learning and adapted to the development and age of the child. The purpose of this study is to describe the role and strategy of stimulating children's language development during the COVID pandemic. The design of this study uses the method of literature study or literature review. The results and discussion of strategies for developing children's language for 1-2 years old can be done by 1) Mothering, 2) Recasting, 3) Echoing 4) Expanding 5) Labeling. While strategies for developing children's language for ages 3-6 years 1) Increasing Interaction and Communication with Children 2) Reading aloud, 3) Involving Children in Storytelling, 4) Providing literacy activities.
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I know both this article and the Professional Development Today issue that I am about to upload are longer, however, they do a nice job of describing the Feuerstein's Instrumental Enrichment program that is the basis of everything that we do at Ascent International Learning Center. Enjoy! Please message me if you have questions.
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IMPACTS OF DIALOGICAL STORYBOOK READING ON YOUNG CHILDREN'S READING ATTITUDES AND VOCABULARY DEVELOPMENT HUSEYIN KOTAMAN The Pennsylvania State University Originally published in v45, n2 The current study assessed the impact of parents' dialogical storybook reading on their ehildren's reeeptive vocabulary and reading attitudes. Forty parents and their preschoolers participated in the study. Par- ents were randomly assigned to experimental or control groups. The experimental group received dialogical storybook reading training. Children's receptive vocabulary and reading attitudes were measured before the dialogical storybook reading training and seven weeks after the training. Experimental group children showed significant increases in receptive vocabulary and reading attitude scores. There was no rela- tion between reading attitude and receptive voeabulary development. Introduction Reading is one of the most important skills in academic achievement. Several studies (e.g., Cunnigham & Stanovich, 1997; Spira, Bracken, & Fischel, 2005) have shown that reading achievement is stable over time. Students who are the poorest readers in the early years of primary school tend to remain poor readers for the rest of their academic lives. Therefore, parents should prepare their children for reading during the preschool and kindergarten years. Parents should support the development of their children's language skills to facili- tate their children's reading acquisition and achievement. Language skills have direct (Nation & Snowling, 2004; Olofsson & Niedersoe, 1999) and indirect (through their impact on decoding skills such as phonemic awareness) (Storch & Whitehurst, 2001; Storch & Whitehurst, 2002) significant effects on reading acquisition and comprehension. Dialogical storybook reading is an effective parental tool in support of their children's language skills. Several experimental studies reported positive impacts of the technique on language skills, such as receptive vocabulary (Chow & Mcbride-Chang, 2003), expressive vocabulary (Hargrave & Senechal, 2000), and sentence complexity, syntactic complexity in speech, and variety in use of nouns and verbs (Valdez-Menchaca & Whitehurst, 1992). These studies showed that the dialogical story- book reading technique is an effective method to support children's language development. Parents should also foster the develop- ment of positive attitudes toward reading in their children. For two reasons, it is important to foster the development of positive attitudes toward reading in the early years. First, "Chil- dren with more positive attitudes are more motivated to read" (Baker & Wigfield, 1999, p. 452). Children who have positive attitudes toward reading and spend more time on read- ing are better readers (Gambrell, 1996). Sec- ond, Morrow (1983) found that kindergartners had well-formed attitudes about reading and longitudinal studies. Smith (1990) and Kush, Watkins and Brookhart (2005) found that.
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PAGE Running head: SAMPLE 1 Sample Annotated Bibliography Student Name Here Walden University Sample Annotated Bibliography Autism research continues to grapple with activities that best serve the purpose of fostering positive interpersonal relationships for children who struggle with autism. Children have benefited from therapy sessions that provide ongoing activities to aid autistic children’s ability to engage in healthy social interactions. However, less is known about how K–12 schools might implement programs for this group of individuals to provide additional opportunities for growth, or even if and how school programs would be of assistance in the end. There is a gap, then, in understanding the possibilities of implementing such programs in schools to foster the social and thus mental health of children with autism. Annotated Bibliography Kenny , M. C., Dinehart, L. H., & Winick, C. B. (2016). Child-centered play therapy for children with autism spectrum disorder. In A. A. Drewes & C. E. Schaefer (Eds.), Play therapy in middle childhood (pp. 103–147). Washington, DC: American Psychological Association. In this chapter from Play Therapy in Middle Childhood, Kenny, Dinehart, and Winick (2016) provided a case study of the treatment of a 10-year-old boy diagnosed with autism spectrum disorder (ADS). Kenny et al. described the rationale and theory behind the use of child-centered play therapy (CCPT) in the treatment of a child with ASD. Specifically, children with ADS often have sociobehavioral problems that can be improved when they have a safe therapy space for expressing themselves emotionally through play that assists in their interpersonal development. The authors outlined the progress made by the patient in addressing the social and communicative impairments associated with ASD. Additionally, the authors explained the role that parents have in implementing CCPT in the patient’s treatment. Their research on the success of CCPT used qualitative data collected by observing the patient in multiple therapy sessions . CCPT follows research carried out by other theorists who have identified the role of play in supporting cognition and interpersonal relationships. This case study is relevant to the current conversation surrounding the emerging trend toward CCPT treatment in adolescents with ASD as it illustrates how CCPT can be successfully implemented in a therapeutic setting to improve the patient’s communication and socialization skills. However, Kenny et al. (2016) acknowledged that CCPT has limitations—children with ADS, who are not highly functioning and or are more severely emotionally underdeveloped, are likely not suited for this type of therapy . Kenny et al.’s (2016) explanation of this treatments’s implementation is useful for professionals in the psychology field who work with adolescents with ASD. This piece is also useful to parents of adolescents with ASD, as it discusses the role that parents can play in succe.
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PAGE Running head SAMPLE 1Sample Annotated Bibliography.docx
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1 How Does the Use of Reading Strategies Improve Achievement in Science for Language Minority Students? Shannon Hicok Glasgow Middle School Fairfax County (VA) Public Schools Submitted June 2000 Introduction Two years ago, I began teaching science at Ellen Glasgow Middle School in Fairfax County, Virginia. I realized right away that my language minority students, especially those still in an English as a Second Language (ESL) program, needed differentiated instruction in their mainstreamed science class. The question then became, “How do I meet the unique needs of this population?” This is a question with which I have continued to struggle over the past two years. I recognized that my ESL students had a great deal of difficulty reading their science textbook. Although some students had success with pronunciation and word recognition, adequate comprehension eluded them. Working with an ESL teacher, I began to make accommodations in my instruction that seemed to increase understanding during whole class and small group activities. However, I was still puzzled as to how to help these students during lessons that required individual reading. In the 1999-2000 school year, I have had the privilege of working with a small group of researchers who also teach language minority students. During discussion, we agreed that improving literacy for these students should be our primary goal and the focus of our research. Based on the difficulty my students have experienced with reading comprehension, this is the piece of the literacy puzzle on which I have focused. Purpose of the Study The purpose of this study was to identify how the implementation of various reading strategies improved achievement in science for ESL students. I was particularly interested in their use in the science classroom. Using data collected from this study, I hoped to make better decisions about the type of instruction my language minority students needed. The end result was more confident, successful learners. Scientific vocabulary development is an area in which language minority students historically struggle. In addition to learning new technical terminology, students must deal with the varied use of familiar terms. For instance, in science class, the words table and compound have a very different meaning than they do in most other classrooms (Chamot, 1994). For these reasons, I decided that one of the strategies chosen for the study would specifically target vocabulary development. 2 The remainder of the strategies chosen for the study were intended to help make reading a more active endeavor. I chose these strategies with the hopes that they would help students comprehend written, scientific, factual material. Literature Review Much research has been done regarding the effectiveness of using learning strategies to promote literacy. The basic premise behind this research is that students can benefit from t ...
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1 How Does the Use of Reading Strategies Improve Achievement in Science for Language Minority Students? Shannon Hicok Glasgow Middle School Fairfax County (VA) Public Schools Submitted June 2000 Introduction Two years ago, I began teaching science at Ellen Glasgow Middle School in Fairfax County, Virginia. I realized right away that my language minority students, especially those still in an English as a Second Language (ESL) program, needed differentiated instruction in their mainstreamed science class. The question then became, “How do I meet the unique needs of this population?” This is a question with which I have continued to struggle over the past two years. I recognized that my ESL students had a great deal of difficulty reading their science textbook. Although some students had success with pronunciation and word recognition, adequate comprehension eluded them. Working with an ESL teacher, I began to make accommodations in my instruction that seemed to increase understanding during whole class and small group activities. However, I was still puzzled as to how to help these students during lessons that required individual reading. In the 1999-2000 school year, I have had the privilege of working with a small group of researchers who also teach language minority students. During discussion, we agreed that improving literacy for these students should be our primary goal and the focus of our research. Based on the difficulty my students have experienced with reading comprehension, this is the piece of the literacy puzzle on which I have focused. Purpose of the Study The purpose of this study was to identify how the implementation of various reading strategies improved achievement in science for ESL students. I was particularly interested in their use in the science classroom. Using data collected from this study, I hoped to make better decisions about the type of instruction my language minority students needed. The end result was more confident, successful learners. Scientific vocabulary development is an area in which language minority students historically struggle. In addition to learning new technical terminology, students must deal with the varied use of familiar terms. For instance, in science class, the words table and compound have a very different meaning than they do in most other classrooms (Chamot, 1994). For these reasons, I decided that one of the strategies chosen for the study would specifically target vocabulary development. 2 The remainder of the strategies chosen for the study were intended to help make reading a more active endeavor. I chose these strategies with the hopes that they would help students comprehend written, scientific, factual material. Literature Review Much research has been done regarding the effectiveness of using learning strategies to promote literacy. The basic premise behind this research is that students can benefit from t ...
1How Does the Use of Reading Strategies Improve Achieve.docx
1How Does the Use of Reading Strategies Improve Achieve.docx
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PAGE 1 Sample Annotated Bibliography Student Name Here Walden University Sample Annotated Bibliography Autism research continues to grapple with activities that best serve the purpose of fostering positive interpersonal relationships for children who struggle with autism. Children have benefited from therapy sessions that provide ongoing activities to aid autistic children’s ability to engage in healthy social interactions. However, less is known about how K–12 schools might implement programs for this group of individuals to provide additional opportunities for growth, or even if and how school programs would be of assistance in the end. There is a gap, then, in understanding the possibilities of implementing such programs in schools to foster the social and thus mental health of children with autism. Annotated Bibliography Kenny , M. C., Dinehart, L. H., & Winick, C. B. (2016). Child-centered play therapy for children with autism spectrum disorder. In A. A. Drewes & C. E. Schaefer (Eds.), Play therapy in middle childhood (pp. 103–147). Washington, DC: American Psychological Association. In this chapter, Kenny, Dinehart, and Winick provided a case study of the treatment of a 10-year-old boy diagnosed with autism spectrum disorder (ADS). Kenny et al. described the rationale and theory behind the use of child-centered play therapy (CCPT) in the treatment of a child with ASD. Specifically, children with ADS often have sociobehavioral problems that can be improved when they have a safe therapy space for expressing themselves emotionally through play that assists in their interpersonal development. The authors outlined the progress made by the patient in addressing the social and communicative impairments associated with ASD. Additionally, the authors explained the role that parents have in implementing CCPT in the patient’s treatment. Their research on the success of CCPT used qualitative data collected by observing the patient in multiple therapy sessions . CCPT follows research carried out by other theorists who have identified the role of play in supporting cognition and interpersonal relationships. This case study is relevant to the current conversation surrounding the emerging trend toward CCPT treatment in adolescents with ASD as it illustrates how CCPT can be successfully implemented in a therapeutic setting to improve the patient’s communication and socialization skills. However, Kenny et al. acknowledged that CCPT has limitations—children with ADS, who are not highly functioning and or are more severely emotionally underdeveloped, are likely not suited for this type of therapy . Kenny et al.’s explanation of this treatments’s implementation is useful for professionals in the psychology field who work with adolescents with ASD. This piece is also useful to parents of adolescents with ASD, as it discusses the role that parents can play in successfully implementing the treatment. However, more information is needed to determi ...
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