Sentences with phrase «specific reading comprehension skills»

Read the story on the front of the card, then flip it over to tackle four multiple - choice questions designed to test specific reading comprehension skills.

Not exact matches

Identification of a specific learning disability is based on determination of the following Individual with Disabilities Education Improvement Act (IDEA): The child does not achieve commensurate with his / her age and ability levels in one or more of the seven areas (oral expression, listening comprehension, written expression, basic reading skill, reading comprehension, mathematical calculations or mathematical reasoning) when provided with learning experiences appropriate for the child's age and ability levels.

When drawing evidence from literary and informational texts per Writing standard 9, students are also demonstrating their comprehension skill in relation to specific standards in Reading.

The strands differ from those reported in Reading Comprehension as they cover skills specific to emerging readers:

The results showed that both approaches significantly improved students» literacy skills, but one framework that utilized authentic texts and implemented specific reading strategies did more to improve students» reading comprehension and vocabulary and increase literacy in high school CTE classrooms.

Ratliff, a Los Angeles school board candidate who was recently elected to the union's House of Representatives, said she frequently reviews raw test scores for concrete information about specific skills her students are struggling with, such as grammar or reading comprehension.

Content is presented in units that focus on a specific reading passage or text and: (1) reading skills and strategies, (2) reading comprehension (grades K - 5), or literary genres (grades 5 and 6).

ReadWorks.org provides teaching resources that develop reading comprehension and vocabulary skills across grades K - 6 and the understanding of specific genres at grades 5 and 6.

It is specific to the needs of pupils at Key Stage 1 and emphasises the need for a balanced and engaging approach to developing reading, which integrates both decoding and comprehension skills.

As a result, these instruments do not reflect the complexity of comprehension, instead equating it with more limited skills, such as vocabulary, domain - specific knowledge, word reading ability, and other reader capacities that are only part of comprehension.

The following are common characteristics of gifted children, although not all will necessarily apply to every gifted child: • Has an extensive and detailed memory, particularly in a specific area of interest • Has advanced vocabulary for his or her age; uses precocious language • Has communication skills advanced for his or her age and is able to express ideas and feelings • Asks intelligent and complex questions • Is able to identify the important characteristics of new concepts and problems • Learns information quickly • Uses logic in arriving at common sense answers • Has a broad base of knowledge; a large quantity of information • Understands abstract ideas and complex concepts • Uses analogical thinking, problem solving, or reasoning • Observes relationships and sees connections • Finds and solves difficult and unusual problems • Understands principles, forms generalizations, and uses them in new situations • Wants to learn and is curious • Works conscientiously and has a high degree of concentration in areas of interest • Understands and uses various symbol systems • Is reflective about learning • Is enraptured by a specific subject • Has reading comprehension skills advanced for his or her age • Has advanced writing abilities for his or her age • Has strong artistic or musical abilities • Concentrates intensely for long periods of time, particularly in a specific area of interest • Is more aware, stimulated, and affected by surroundings • Experiences extreme positive or negative feelings • Experiences a strong physical reaction to emotion • Has a strong affective memory, re-living or re-feeling things long after the triggering event

The program enhances reading comprehension, increases fluency, introduces content - specific vocabulary, and builds expository writing skills.

The strands differ from those reported in Reading Comprehension as they cover skills specific to emerging readers: