Ann Kaiser, a researcher at Vanderbilt Peabody Col... ... middle of paper ... ...24). Centers for Disease Control and Prevention. Retrieved from http://www.cdc.gov/ncbddd/autism/data.html Marder, T., & Fraser, D. (2012). Evidence-Based Practice for Special Educators Teaching Students with Autism. Retrieved from http://education.jhu.edu/PD/newhorizons/Journals/specialedjournal/MarderandFraser Brasher, J.
Fictional characters with dyslexia: What are we seeing in books? Teaching Exceptional Children, 41(1), 48-54. Retrieved from http://search.proquest.com/docview/201153719?accountid=14055 Gray, E. S. (2008). Understanding dyslexia and its instructional implications: A case to support intense intervention. Literacy Research and Instruction, 47(2), 116-123.
It is important for children to have a positive learning experience because reading is a very important skill that will continually be needed in everyday life. Whole language and balanced literacy are two commonly used methods for teaching language arts to beginning students. There are many activities used to teach young children how to read and write including the use of music in the classroom, sight words, games, and worksheets. There are two main approaches to teaching reading to young students. One common approach is whole language.
Evidence-based reading instruction for individuals with autism spectrum disorders. Focus on autism and other developmental disabilities. 24(1), 3-16. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2808040/ Williamson, P., Carnahan, C., & Jacobs, J. (2012).
6 Nov. 2013. Quintero, Nicole, and Laura McIntyre. "Kindergarten Transition Preparation: A Comparison of Teacher and Parent Practices for Children with Autism and Other Developmental Disabilities." Early Childhood Education Journal 38.6 (2011): 411-420. Academic Search Premier.
Reading Research Quarterly, 41(1), 93-100. Jenkins, J. R., Schiller, E., Blackorby, J., Thayer, S. K., & Tilly, W. D. (2013). Responsiveness to intervention in reading: Architecture and practices. Learning Disability Quarterly, 36 (1), 36-46. doi: 10.1177/0731948712464963 Wilson, J. A., Luby, M. F., & Wei, Y.
Experts believe that Autism presents itself dur... ... middle of paper ... .... Acquisition of intraverbal behavior: teaching children with autism to mand for answers to questions . Journal of Applied Behavioral Analysis, 43, 1-17. Ryan, C. S. (n.d.). Applied Behavior Analysis: Teaching Procedures and Staff Training for Children with Autsim. Intechopen.
Response to intervention for middle school students with reading difficulties: Effects of a primary and secondary intervention. School Psychology Review, 39(1), 3-21. Retrieved from Teacher Reference Center database on October 23, 2010.
It is the educator’s responsibility to fine-tune instructional needs so that classroom, small group, and one-to-one teaching occur when and for whom they are needed in a timely way and with the high quality every child deserves (Fountas & Pinnell, 2009). Each child enters a classroom with varying needs; differentiating guided reading lessons based on the results of running records will help meet the individual needs of each child. Kelly M. Anderson (2007) states, teachers who differentiate believe each child is unique, with differing learning styles and preferences. Teachers can differentiate based on students’ readiness by varying the level of difficulty of the material covered in class. Guided reading offers the opportunity to vary the children’s reading based on their reading level.
Supporting Literacy and Language for English Language Learners Teachers have a diverse group of learners in a classroom. English Language Learners represent a rapidly growing number in preschool age children. The preschool teacher needs to nurture and provide culturally and linguistically support for them to succeed in literacy and language. It has been proven educators support English Language Learners to gain literacy and language knowledge by encouraging children’s home language, social interaction, guided dialogue, and direct instruction. These foundations and resources serve for making the connection with English literacy text, language, and develop academic strengths.