Sentences with phrase «by reading disabilities»

Some of these students have obstacles other than learning disabilities preventing academic growth, but many are impacted by reading disabilities.

Not exact matches

As you know by reading SportStars, Little League Challenger Program is for Youth with Disabilities and Special needs.

First, let me state that I'm skeptical of some professionals who want to diagnose a learning or reading disability when the problem could be solved by a patient parent.

Learning disabilities like reading, writing or math disorders can be successfully managed by interventions that help a child compensate for weaknesses and find effective strategies for keeping up with academic demands.

The BMD also but have special tools for physical disabilities or anyone who has trouble reading small print and marking an oval by hand.

According to one analysis, studies on reading disabilities outnumber those that look at math deficits by a ratio of 14 to 1.

By the time they reach third grade, English - language learners may begin to struggle with a more challenging reading curriculum, and because of this, their school may examine them more closely for comprehension challenges and may eventually refer them to the school's special education team for a learning disability diagnosis in their second language without fully assessing them in their native language.

A MAN WHO has intellectual disabilities and has been spending his welfare payments on dating websites will no... These were part of the standard operating procedure set out by the income tax (I - T) department on Tuesday, Read More...

Dyslexia is by far the most common reading disability, affecting between five and 10 percent of the population.

Currently I am a Principal Investigator of Project ESCOLAR (Etext Supports for Collaborative Online Learning and Academic Reading) a five year grant funded by the Office of Special education Programs (OSEP) to develop, test, evaluate, refine, and disseminate Collaborative Online Projects designed to support academic reading of science content for middle school students with learning disabiReading) a five year grant funded by the Office of Special education Programs (OSEP) to develop, test, evaluate, refine, and disseminate Collaborative Online Projects designed to support academic reading of science content for middle school students with learning disabireading of science content for middle school students with learning disabilities.

The four elements posit LD as: 1) heterogeneous; 2) intrinsic or neurobiological; 3) marked by a significant discrepancy between learning potential (measured intelligence) and academic performance (measured skills in reading, writing, mathematics, and oral language); and 4) not caused by cultural, educational, environmental, or economic factors or by other disabilities (such as mental deficiency, visual or hearing impairments, or emotional disturbance).

This is nowhere more true than with reading disabilities, which are by far the most common and most troublesome of these disorders, constituting 80 percent of all students with LD.

«It can not be right that the IDEA generally contemplates grade - level advancement for children with disabilities who are fully integrated in the regular classroom, but is satisfied with barely more than de minimis progress for children who are not,» read the opinion, signed by Chief Justice John Roberts.

This webinar is presented by Learning Ally, a national nonprofit organization that has helped millions of K - 12 and college students who read and learn differently due to dyslexia, visual impairment, and other disabilities.

How can teachers ensure that all children, including millions impacted by dyslexia — the most common type of reading disability — learn to read and write proficiently?

The Center, led by the Center for Applied Special Technology (CAST) in collaboration with Vanderbilt University, represents a large system of partnerships designed to leverage and connect the most current knowledge from the learning sciences about reading development in students with disabilities, best practices within education, and innovation at the leading edge of education technology.

The law requires that every state test every student from grades three to eight in reading and mathematics, then disaggregate each school's scores by race, limited English proficiency, disability and low - income status.

Separate cut scores for literacy and numeracy are set by the board on the grade - 8 mathematics and reading assessments for students with disabilities seeking a Modified Standard Diploma.

However, disaggregating assessment data by combinations of students» demographic characteristics (that is, race / ethnicity by gender or disability) and by the programs in which students are enrolled (that is, race / ethnicity by specific reading or mathematics programs) enables schools to examine the effectiveness of programs for specific groups of students.

More importantly, families are recognizing that the «experts» really don't know what they are doing, that it is the very practices championed by traditionalists — from near - lifetime employment for teachers regardless of their ability to help kids succeed;, to the overuse of the overdiagnosis of learning disabilities (especially among young black men, whose reading deficiencies are often diagnosed as being special ed problems)-- are the underlying reason why schools fail to improve student achievement.

The report paints a similarly discouraging picture in terms of reading proficiency — just 17.4 % of 3rd graders, 10.1 % of 8th graders, and 14.4 % of high school students with disabilities were able to meet the proficiency mark (all down by at least 25 percentage points from 2011 - 12).

For more information on this research, see «Grouping Practices and Reading Outcomes for Students with Disabilities,» by Batya Elbaum, Sharon Vaughn, Marie Hughes, and Sally Watson Moody in Exceptional Children, 65 (3), Spring 1999.

When tested with 283 children without disabilities and 636 children referred for special education evaluation, the WISC — III PS factor made no contribution to the prediction of WIAT reading scores beyond that provided by FSIQ (Glutting, Youngstrom, Ward, Ward, & Hale, 1997).

A recent study of reading research, funded by the U.S. Office of Special Education Programs and conducted by researchers at the University of Miami, has linked some methods of instructional grouping to increased achievement for elementary school students with disabilities.

The long - range objectives of the Colorado Learning Disabilities Research Center (a sister Center to the TCLD, also funded by the National Institute of Child Health and Human Development) are the identification, characterization, validation and amelioration of reading disabilities (both word - level and comprehension), writing disabilities (both writing mechanics and composition), and ADHD, the most prevalent and often, co-morbid disorders oDisabilities Research Center (a sister Center to the TCLD, also funded by the National Institute of Child Health and Human Development) are the identification, characterization, validation and amelioration of reading disabilities (both word - level and comprehension), writing disabilities (both writing mechanics and composition), and ADHD, the most prevalent and often, co-morbid disorders odisabilities (both word - level and comprehension), writing disabilities (both writing mechanics and composition), and ADHD, the most prevalent and often, co-morbid disorders odisabilities (both writing mechanics and composition), and ADHD, the most prevalent and often, co-morbid disorders of childhood.

In an effort to help general educators develop an awareness of research - based technology applications that support the literacy development of students with mild disabilities, the following summary of research is categorized by tools that promote reading development and tools that promote the development of written expression.

Engaging older students with reading disabilities: Multimedia inquiry projects supported by reading assistive technology.

This online module, developed by the IRIS Center for Training Enhancements, describes strategy instruction, self - regulation, and the implementation of Self - Regulated Strategy Development (SRSD), an instructional model that is particularly effective with diverse populations of students, especially individuals with reading and learning disabilities.

I have just read Wonder, by Raquel J. Palacio, again and I can easily understand why it remains on the New York Times Best Sellers List and a part of my Disability Awareness Activities Unit.

Silberman and Silberman, who first used the term in their 1967 paper «Hyperlexia: Specific word recognition skills in young children,» describe a continuum of reading ability with children who have disabilities such as dyslexia on one end, children with no reading problems in the middle, and at the other end children who «are able to recognize words mechanically at a higher instructional level than indicated by their intellectual potential.»

Children who are late to talk or who show delays in oral language development (especially accompanied by a family history of dyslexia or SLI) are at heightened risk for reading disabilities (Lyytinen, Eklund, & Lyytinen, 2005).

I am a special education English teacher and although we are not licensed to diagnose a certain behavior or disability, I know that when a child acts up in my class, it is because he / she can not read the passage I had just assigned (also by reviewing and following their IEPs).

Dr. Gandhi also serves as project director for a study funded by the Institute of Education Sciences that examines the validity of accommodations on large - scale reading assessments for students with disabilities.

She has been identified by Thompson ISI as one of 250 «most highly cited» researchers in the social sciences, and has received a variety of awards to acknowledge her research accomplishments that have enhanced reading and math outcomes for children with and without disabilities.

The relationship among receptive and expressive vocabulary, listening comprehension, pre-reading skills, word identification skills, and reading comprehension by children with reading disabilities.

She has been identified by Thomson Reuters as one of the most frequently cited researchers in the social sciences and has received a variety of awards to acknowledge her research accomplishments that have enhanced reading and math outcomes for children with and without disabilities.

States would still have to test every student annually in math and reading in grades 3 through 8 and once in high school and report scores by race, income, disabilities and English learners.

The third law, P.L. 2 - 13, c 210, requires schools to screen any child who shows signs of dyslexia or other reading disabilities by the end of the first semester of second grade.

Small group reading instruction has been shown by many research studies to be more effective than whole - class instruction, but most of these studies did not include students with disabilities.

Digests published by the ERIC Clearinghouse on Disabilities and Gifted Education are available for downloading or online reading on the AskERIC Virtual Library.

In the VMAST assessments, research - based supports and simplifications identified by Virginia educators have been applied to certain online reading and mathematics tests to make them more accessible for students with disabilities.

Certain students with disabilities may also meet graduation requirements by taking the VMAST assessments for Algebra I and end - of - course reading.

(1997) E652: Current Research in Post-School Transition Planning (2003) E586: Curriculum Access and Universal Design for Learning (1999) E626: Developing Social Competence for All Students (2002) E650: Diagnosing Communication Disorders in Culturally and Linguistically Diverse Students (2003) E608: Five Homework Strategies for Teaching Students with Disabilities (2001) E654: Five Strategies to Limit the Burdens of Paperwork (2003) E571: Functional Behavior Assessment and Behavior Intervention Plans (1998) E628: Helping Students with Disabilities Participate in Standards - Based Mathematics Curriculum (2002) E625: Helping Students with Disabilities Succeed in State and District Writing Assessments (2002) E597: Improving Post-School Outcomes for Students with Emotional and Behavioral Disorders (2000) E564: Including Students with Disabilities in Large - Scale Testing: Emerging Practices (1998) E568: Integrating Assistive Technology Into the Standard Curriculum (1998) E577: Learning Strategies (1999) E587: Paraeducators: Factors That Influence Their Performance, Development, and Supervision (1999) E735: Planning Accessible Conferences and Meetings (1994) E593: Planning Student - Directed Transitions to Adult Life (2000) E580: Positive Behavior Support and Functional Assessment (1999) E633: Promoting the Self - Determination of Students with Severe Disabilities (2002) E609: Public Charter Schools and Students with Disabilities (2001) E616: Research on Full - Service Schools and Students with Disabilities (2001) E563: School - Wide Behavioral Management Systems (1998) E632: Self - Determination and the Education of Students with Disabilities (2002) E585: Special Education in Alternative Education Programs (1999) E599: Strategic Processing of Text: Improving Reading Comprehension for Students with Learning Disabilities (2000) E638: Strategy Instruction (2002) E579: Student Groupings for Reading Instruction (1999) E621: Students with Disabilities in Correctional Facilities (2001) E627: Substance Abuse Prevention and Intervention for Students with Disabilities: A Call to Educators (2002) E642: Supporting Paraeducators: A Summary of Current Practices (2003) E647: Teaching Decision Making to Students with Learning Disabilities by Promoting Self - Determination (2003) E590: Teaching Expressive Writing To Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusion?

«Kindle is for anyone who loves to read — in fact, we've heard from thousands of vision - impaired customers and customers with learning disabilities over the past two years who have been helped tremendously by Kindle,» said Ian Freed, Vice President, Amazon Kindle.

The BnH project is particularly important for Numilog, on the one hand because it offers a real service to people with various disabilities, on the other hand because it shows the added value brought by digital technology to reading and to a better access to reading.

The company will be unleashing «Voice Guide» and «Explore by Touch» to assist vision - impaired Kindle owners in enjoying books more easily and for those with learning disabilities to improve their reading skills.

While visual impairments might be slightly more recognizable by the general reading public, a print disability actually varies greatly in the needs that readers must address.

The Google.org grant will help us develop tools for publishers so that they can create digital books that can be read by anyone, regardless of their disability.

The term was coined by George Kerscher in 1989 to describe persons with disabilities who can not read print.

It is upsetting that to date, persons with reading disabilities have access to no more than 10 % of the yearly book production, from specific adaptations made by inclusive associations: the term «book famine» has been coined a long time ago to describe this fact.