Emotionally Disturbed Students
Students with emotional and behavioral disorders (E/BD) frequently exhibit academic deficits alongside their behavioral deficits, particularly in the area of reading; however, there are very few studies examining ways to address the reading problems of this population of students at the middle and high school level. The academic deficits exhibited by students with emotional and behavioral disorders (E/BD) are well documented in research literature. As outlined in the federal definition of emotional disturbance, students with this disorder demonstrate an inability to learn and, as a result, pose instructional challenges alongside the behavioral problems that they exhibit in the school environment.
Many of these students require intensive instruction to maintain the academic skills they have been taught and to improve their academic deficits. For many students with E/BD, achievement problems are particularly troublesome in the area of reading (Maughan, Pickles, Hagell, Rutter, & Yule, 1996). Unfortunately, there has been very little published research in the area of reading instruction with this population of students. In their review of reading interventions in the area of E/BD, Coleman and Vaughn (2000) identified only eight published studies that reported the results of reading interventions for students with E/BD. The majority of these studies were conducted with students younger than 12 years of age.
The need for additional research in the area of reading instruction is particularly true for adolescents with E/BD. The reading failure of secondary students with behavioral problems has been consistently documented and, as reported in the findings from the National Longitudinal Transition Study (Malmgren, Edgar, & Neel, 1998), these reading deficits likely contribute to the dismal outcomes for these students such as high dropout rates, grade retention, and overall poor achievement. In addition, the absence of empirically derived reading practices for older students with E/BD is particularly problematic given the current emphasis on achieving state curriculum standards and participating in content-area learning (Deshler et al., 2001).
As noted earlier, students identified with E/BD typically show significant deficits in the area of reading. This is particularly true for secondary-age students with this condition. In a...
... middle of paper ...
...eiman (Eds.), Reading acquisition (pp. 145-174). Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers.
Popkin, J., & Skinner, C. H. (2003). Enhancing academic performance in a classroom serving students with serious emotional disturbance: Interdependent group contingencies with randomly selected components. School Psychology Review, 32, 282-295.
Scott, T. M., & Shearer-Lingo, A. (2002). The effects of reading fluency instruction on the academic and behavioral success of middle school students in a self-contained E/BD classroom. Preventing School Failure, 46, 167-173.
Skinner, C. H., Smith, E. S., & McLean, J. E. (1994). The effects of intertrial interval duration on sight-word learning rates in children with behavioral disorders. Behavioral Disorders, 19, 98-107.
Wehby, J. H. (2003, February). Promoting academic success as an incompatible behavior. Paper presented at the Council for Children with Behavioral Disorders International Forum, Las Vegas, NV.
Wehby, J. H., Lunsford, L. B., & Phy, E. (2004). Comparing the reading profiles of students with concomitant behavior and reading problems to a normally achieving, reading-matched sample. Manuscript in preparation.
With such high numbers of adolescents falling below basic in reading, illiteracy is a battle that must be fought head on. The largest dilemma with the struggle is the number of variations that cause adolescents to become reluctant, unmotivated or struggling readers. Fortunately, a large number of strategies exist to encourage and strengthen readers of all ages, proving that adolescence is not a time to give up on faltering students. Rather, it is a time to evaluate and intervene in an effort to turn a reluctant reader into an avid one (or near enough). Ultimately, educators must learn to properly assess a student’s strengths and weaknesses (Curtis, 2009) and pair them with the proper intervention techniques. If one method does not work, countless others exist to take its place.
These DIBELS screening assessments were developed to help educators identify struggling, at-risk readers, so that appropriate types and levels of support can be implemented within the school system. They were designed to support efforts at the primary grade levels (K-6th) to prevent reading struggles as the learn progress through the school system. Furthermore, this test was to aid in the elimination in remediation lessons inside of the classroom.
...ed by most, and how dyslexia can cause problems with reading comprehension. It also discussed ways that we can mitigate these problems for dyslexic people, but these skills can and should be used by all learners. Reading comprehension is a perishable skill, one that if you don’t work on increasing your reading ability by building your vocabulary, learn to read effectively, or using the correct reading strategies for the type of reading material being studied will diminish. Even with the largest vocabulary, if the words are not understood literacy cannot be achieved. Literacy is the key to comprehensive reading. It also gave some of the tools for reading and understanding different types of literature and how to get the important information out of each one. Edmund Burk said “To read without reflecting is like eating without digesting” (Gallagher, 2003, p. 11).
The causes of reading difficulties often arise because of learning disabilities such as dyslexia, poor preparation before entering school, no value for literacy, low school attendance, insufficient reading instruction, and/or even the way students were taught to read in the early grades. The struggles that students “encounter in school can be seen as socially constructed-by the ways in which schools are organized and scheduled, by assumptions that are made about home life and school abilities, by a curriculum that is often devoid of connections to students’ lives, and by text that may be too difficult for students to read” (Hinchman, and Sheridan-Thomas166). Whatever the reason for the existence of the reading problem initially, by “the time a [student] is in the intermediate grades, there is good evidence that he will show continued reading g...
In this time, it has become highly regarded by many teachers and administrators. The program uses a site word approach to teach emergent reading skills. The program uses a carefully sequenced, highly repetitive word recognition method combined with errorless learning. This approach eliminates incorrect responses and helps students view themselves as readers. The Edmark Reading Program ensures success to students of all ages who have not yet mastered beginning reading. This program is recommended for students with developmental disabilities or Autism, students with learning disabilities, Title 1 students, ESL students, preschool and kindergarten students who lack vocabulary development and non-readers who struggle with phonics. The programs
In conclusion, society needs to consider the feelings of interracial couples. A person may not agree with interracial relationships, but they do not need to discriminate against them. Even today in the year 2002, society has its problems with interracial relationships. Through education and the way couples raise their children, the problem or problems facing interracial couples will diminish.
Stanberry, K., & Swanson, L. (2009). Effective Reading Interventions for Kids With Learning Disabilities. In LD online. Retrieved January 13, 2014
Hallahan, D. P., Kauffman, J. M., & Pullen, P. C. (2009). Learners with Emotional or Behavioral
Children suffering emotional and behavioral disorders are in need of effective interventions and strategies that will provide them relief in stressful situations and help them self-regulate their behavior. Effective interventions for this population could result in reduced distractions (both personally and within the classroom) and enable them to increase their learning time, thereby optimizing their educational careers. An intervention of yoga and related relaxation techniques may provide students a natural and holistic approach to accomplishing these goals.
To begin with a brief definition of translation, it can be stated that it is basically transferring the words included in one language to the other by making necessary changes and sticking to the source language taken from either the source text or source speech. With the help of rapid technology and the network among countries, the significance given to translation has become an indispensable part of wide range of business and communication purposes. The source determines whether it will be a job of translators or interpreters. It is important to refer each of them by explaining the differences between them at this point.
Reading is an essential skill that needs to be addressed when dealing with students with disabilities. Reading is a skill that will be used for a student’s entire life. Therefore, it needs to be an important skill that is learned and used proficiently in order for a student to succeed in the real world. There are many techniques that educators can use to help improve a student’s reading comprehension. One of these skills that needs to be directly and explicitly taught is learning how to read fluently for comprehension. “To comprehend texts, the reader must be a fluent decoder and not a laborious, word-by-word reader” (Kameenui, 252). Comprehension can be difficult for students with learning disabilities because they tend to be the students that are reading below grade level. One strategy is to incorporate the student’s background knowledge into a lesson. This may require a bit of work, but it will help the students relate with the information being pres...
TMs indeed increase productivity and allow translators to process more translation jobs in a faster way. We cannot deny that TMs make the translation process less intense by eliminating the extra work of translating repetitive sections of a text so that we can concentrate on the sections that are most needed. Unfortunately, under TMs, translation has become a mere sentence replacement activity; even worst they have the potential to erode translator´s skills when used excessively. As TMs are becoming increasingly integrated into the translator´s profession, and the demand and need for their use will only grow (Lagoudaki 2006), there is no doubt that TMs are here to stay. Therefore, technology is no longer an option given today´s professional world; it is a
Translation was founded a hundred of years ago because the importance of communicating and understanding other people with different languages. Translation is a bridge that fills the gaps between two languages and cultures. Moreover, “it is a communicative process which transfers the message of a source language text to a target language” (algaz, 2015, p.183). It is not only conveying the meaning from the one language to another language, but also transferring the culture and tradition of the community. Lefevere (2003, p.2) describe the translation as "channel opened" and it can influence on the target culture by the foreign culture. It cannot be denied that translation has a pivotal role in communicating and sharing culture. Ideology and
While pre-post data evaluation showed no significant change in the groups a moderate effect was depicted of size 67 for the group. It is of great importance for the text students to read. While much of this is ignored while researching how reading text affects the development of reading in students, it is imperative to understand which textual scaffolds are significant for the students with learning disabilities and therefore employ them in early word recognition and fluency
There are many possible ways to incorporate these role-playing ideas into the classroom. One idea that came to mind would be to do what I call ‘ Script Mix Up’. The idea is to write up a type of script in social, emotive, or maturational style. Then mix what the characters are saying around on a sheet of paper that will be passed out to students. Have them come up to the board and write these in the correct order. This activity not only makes them have to interact with one another to come up with the right choice, but it will make students have to think about what is the right order of conversation in different situations. Another possible activity that the author states is interactional games.