Not exact matches
One was the substance of the debate, which is important
for Western science - based societies and has long - range implications
for the books our children
read, the science they are
taught, the logic by which national decisions ranging from social policy to military
intervention will be reached.
I have
taught for 16 years in 4th grade, self - contained 5th grade, 6th - 8th
Reading Intervention at the middle school level, and 12 years as a 6th grade ELA teacher.
For K — 12 education, he proposes programs to «recruit math and science degree graduates» to teaching and «ensure that all children have access to a strong science curriculum at all grade levels,» more funding for «intervention strategies in middle school» for «teaching teams, parent involvement, mentoring, intensive reading and math instruction, and extended learning time» — all to address the «dropout crisis.&raq
For K — 12 education, he proposes programs to «recruit math and science degree graduates» to
teaching and «ensure that all children have access to a strong science curriculum at all grade levels,» more funding
for «intervention strategies in middle school» for «teaching teams, parent involvement, mentoring, intensive reading and math instruction, and extended learning time» — all to address the «dropout crisis.&raq
for «
intervention strategies in middle school»
for «teaching teams, parent involvement, mentoring, intensive reading and math instruction, and extended learning time» — all to address the «dropout crisis.&raq
for «
teaching teams, parent involvement, mentoring, intensive
reading and math instruction, and extended learning time» — all to address the «dropout crisis.»
I am currently splitting my time between
teaching Reading and Math
Intervention at Two Rivers PCS and working as a Curriculum Designer
for EL Education.
Switch - on, delivered by Nottinghamshire County Council, trained
teaching assistants to deliver an intensive one - to - one literacy
intervention for pupils struggling to
read.
Provide literacy
intervention for striving readers and
teach targeted
reading skills in the classroom or in pull - out sessions.
http://www.mcgraw-hill.com.au/cgi-bin/browse2.pl?code1=238&subject1=SRA&code2=4955&subject2=Direct+Instruction&flag1=&division=AUSS Scholastic -
Teaching and Assessing
Reading Skills Extensive website with much information and resources on topics such as Alphabet Recognition, Early
Reading, Literature, Phonemic Awareness, Phonics, Assessment, Comprehension, Fluency and
Intervention, Spelling and Vocabulary
for grades 6 - 8 and 9 - 12.
All of Fountas and Pinnell's work references their F&P Text Level Gradient ™ — often referred to as Guided
Reading levels or Fountas & Pinnell levels — beginning with the publication of Guided
Reading: Good First
Teaching for All Children, and extending to the publication of The Fountas & Pinnell Literacy Continuum, the Benchmark Assessment System 1 and 2 and the Leveled Literacy
Intervention Systems.
Dr. Louisa Moats - «
Teaching Those Who
Teach Reading: How We Develop Expertise» Dr. Joe Torgesen - «
Interventions for Struggling Adolescent Readers» Dr. Barbara Foorman - «Early
Interventions for Struggling Readers» Dr. Marilyn Jager Adams - «Soliloquy Learning
Reading Assistant» Dr. Jan Hasbrouck - «Collaborative Coaching» www.theinstituteforliteracyandlearning.org/library.php Back to Top
The Institute
For Literacy and Learning This website has overheads and sound files of eminent researchers discussing evidence - based instructional interventions for struggling readers, young and old, including: Dr. Deb Glaser - «Planning Professional Development for Positive Reading Success and Growth» Dr. Rollanda O'Connor - «Teaching Older Poor Readers to Read words» Dr. Jan Hasbrouck - «Using Assessment Data for RTI Decisions» Dr. Sharon Vaughn - «Teaching Older Students with Reading Difficulties» Dr. Randy Sprick - «Introduction to School - wide and Classroom Discipline: Getting the Year off to a Great Start» Dr. Ed Shaprio - «RTI: What's Working?&raq
For Literacy and Learning This website has overheads and sound files of eminent researchers discussing evidence - based instructional
interventions for struggling readers, young and old, including: Dr. Deb Glaser - «Planning Professional Development for Positive Reading Success and Growth» Dr. Rollanda O'Connor - «Teaching Older Poor Readers to Read words» Dr. Jan Hasbrouck - «Using Assessment Data for RTI Decisions» Dr. Sharon Vaughn - «Teaching Older Students with Reading Difficulties» Dr. Randy Sprick - «Introduction to School - wide and Classroom Discipline: Getting the Year off to a Great Start» Dr. Ed Shaprio - «RTI: What's Working?&raq
for struggling readers, young and old, including: Dr. Deb Glaser - «Planning Professional Development
for Positive Reading Success and Growth» Dr. Rollanda O'Connor - «Teaching Older Poor Readers to Read words» Dr. Jan Hasbrouck - «Using Assessment Data for RTI Decisions» Dr. Sharon Vaughn - «Teaching Older Students with Reading Difficulties» Dr. Randy Sprick - «Introduction to School - wide and Classroom Discipline: Getting the Year off to a Great Start» Dr. Ed Shaprio - «RTI: What's Working?&raq
for Positive
Reading Success and Growth» Dr. Rollanda O'Connor - «
Teaching Older Poor Readers to
Read words» Dr. Jan Hasbrouck - «Using Assessment Data
for RTI Decisions» Dr. Sharon Vaughn - «Teaching Older Students with Reading Difficulties» Dr. Randy Sprick - «Introduction to School - wide and Classroom Discipline: Getting the Year off to a Great Start» Dr. Ed Shaprio - «RTI: What's Working?&raq
for RTI Decisions» Dr. Sharon Vaughn - «
Teaching Older Students with
Reading Difficulties» Dr. Randy Sprick - «Introduction to School - wide and Classroom Discipline: Getting the Year off to a Great Start» Dr. Ed Shaprio - «RTI: What's Working?»
What we found without doubt is that large numbers of students, particularly in the early grades, were being placed in special education because of the failure of the school to properly
teach them how to
read, and from there they were essentially «warehoused», avoiding corrective
intervention along with educator accountability
for what is really a literacy issue and an instructional issue.
We used this technology not just as an
intervention, but also as a component of our general
reading program to ensure all students were being monitored
for progress and
taught at the pace that best suited them.
To prevent students from falling behind and reduce the need
for intervention, Zaner - Bloser ® provides a comprehensive primary - grades curriculum
for teaching the fundamentals of
reading and writing: The Superkids Reading Pro
reading and writing: The Superkids
Reading Pro
Reading ProgramTM.
Key Responsibilities
Teaching: + Provides intensive
intervention learning experiences and
teaches pre-
reading,
reading, language arts, mathematics and other general elements of the course of study + Create an atmosphere through personal example and efficacious relationships with students which inspire academic achievement and an enthusiasm
for learning.
Routman shares best practices
for teaching reading and writing skills that reduce the need
for intervention, offers tips on giving productive feedback to accelerate student and teacher learning, and provides a foundation
for building professional literacy communities that help educators create sustainable school change.
Literacy Footprints is a Guided
Reading system designed
for classroom teachers,
intervention, ELL, Special Education teachers, and support staff who are
teaching primary children to
read and write.
Learning Disabilities / Attention Deficit Disorder E539: Academic
Interventions for Children with Dyslexia Who Have Phonological Core Deficits (1995) E522: ADHD and Children Who Are Gifted (1993) E622: Adults With Attention Deficit Hyperactivity Disorder (ADHD)(2001) E540: Beginning
Reading and Phonological Awareness
for Students with Learning Disabilities (1995) E574: Dual Exceptionalities (1999) E479: Gifted But Learning Disabled: A Puzzling Paradox (1990) E624: Learning Disabilities Overview: Update 2002 E619: Nonverbal Learning Disability: How to Recognize It and Minimize Its Effects (2001) E620: Selecting A College
for Students with Learning Disabilities or Attention Deficit Hyperactivity Disorder (ADHD)(2001) E569:
Teaching Children with Attention Deficit / Hyperactivity Disorder: Update 1998 E618:
Teaching College Students with Learning Disabilities (2001) E603: The Warning Signs of Learning Disabilities (2000)
(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?
Teaching reading interventions for Kindergarten - 5th grade students using the Fountas and Pinnell Leveled Literacy
Intervention
I have
taught for 16 years in 4th grade, self - contained 5th grade, 6th - 8th
Reading Intervention at the middle school level, and 12 years as a 6th grade ELA teacher.
Advanced Quantitative Methodologies in Educational and Human Sciences * Autism Spectrum Disorders Career Counseling College
Teaching and Leadership E-Learning Professional Development ESOL Endorsement K - 12 English
for Speakers of Other Languages (ESOL) Gifted Education Global, International, and Comparative Education Initial Teacher Professional Preparation Instructional Design Instructional Design
for Simulations Instructional / Educational Technology
Intervention Specialist K - 8 Mathematics and Science Education Languages Other Than English (LOTE) Marriage, Couple, and Family Therapy Mathematics and Science Educator Play Therapy Pre-Kindergarten Disabilities
Reading Education Social Science Education Special Education Supporting High Needs Populations