对于我们的许多孩子来说,阅读和写作的挑战是真正的“a bear”。现在,随着整个常见的核心运动会影响今天’s schools, it’s 全部  about reading and writing.  So good kids, smart kids, engaged kids, but those with reading and/or writing challenges, look the bear in the face everyday, as well as all day, for the primary focus within public schools is responding to PE, art, health, music, and math within the context of reading and writing. “The Common Core asks students to read stories and literature, as well as more complex texts that provide facts and background knowledge in areas such as science and social studies. Students will be challenged and asked questions that push them to refer back to what they’ve read. This stresses critical-thinking, problem-solving, and analytical skills that are required for success in college, career, and life” [http://www.corestandards.org/ELA-Literacy/].  In layman’s terms, our children are expected to read more, and write more all across the curriculum; never getting a break from the one dimensional approach preparing them for “college, career, and life”.  All in all, our kids are expected to grin and bear it for it’s touted as in their best interest to do so; every day and in most cases, all day.  Without a break.

However, due to the complexity of the human learning process and brain development, especially, within the context of reading and writing, simple canned solutions and one-size-fits-all formulas fail to meet the needs of all of our students; especially those who have struggled in traditional school settings with reading and/or writing due to misalignment between learning styles and instructional approaches.  For many of the students who struggle with literacy related skills, it’s not just about a learning disability alone, it often is a reflection of a disconnect between a child’s pre-reading experiences and learning & teaching for the nature of effective instructional practices in reading and writing are well established. One of our nation’s leading experts in reading disabilities, Dr. Joseph Torgeson from Florida State University, makes for the following statement: “The most critical elements of an effective program for the prevention of reading disability at the elementary school level are: The right kind and quality of instruction delivered with the right level of intensity and duration to the right children at the right time.” [http://www.readingrockets.org/article/catch-them-they-fall-identification-and-assessment-prevent-reading-failure-young-children]. Most notably, the notion of “正确的善良和质量” 指导教师和父母认为,首先读取和写入干预的个性化方法。在解决IEP和504计划干预时,这是最重要的,以支持阅读和写作。虽然许多客户,其子女困扰障碍(阅读),历史记录(写作)或其他扫盲相关的学习障碍,请询问与孩子对齐的替代教学策略’S学习风格,他们经常接近以下答复,“我们已经实施了一个最佳实践计划”。这意味着如果您的孩子对该程序没有成功,那么,它必须是问题所在的孩子善良的是金色;” evidence-based”。那么你在这种情况下做了什么?

The  intention of an Individual Education Plan (IEP) or a Section 504 Plan (accomodations) calls upon each school to employ an individualized approach toward intervention, as with reading, writing, or any other area of the special needs continuum.   However, this is not always the case.  In fact, within the context of reading and writing, many students face learning challenges in these areas due to the formulaic approach being prescribed in contrast to a multi-dimensional approach. This is where our advocacy services come in. We are here to assure that the instructional team works from the perspective of understanding and assessment, whether the issues are Autism, ADD/ADHD, or specifically, reading and writing disabilities.  No matter how vital the national agenda called Common Core plays out, every child is different and requires an individualized approach toward intervention.  Specifically, when we are addressing reading and writing disabilities, especially for our older students beyond 3rd grade, the most effective interventions are based upon a multi-facet intervention including a three prong approach highlighted by reading experts Smith and Moore: “This research tends to emphasize three areas of instruction: 1) word study, fluency, and vocabulary, 2) comprehension, and 3) motivation and engagement. It shows that when research-based reading instruction is implemented, older youth with LD [learning disabilities] can succeed.” [http://www.ngsp.net/Portals/0/Downloads/HBNETDownloads/EDG_SpEd_Moore_Smith.pdf].  Most notably within research by conducted by Smith and Moore, as well as others addressing reading and writing disabilities, especially within secondary intervention programs, the notion of “meaning and engagement” become even more critical within reading and writing instructional intervention.  So I go back to the opening line, for some of our students, reading and writing is a bear!  And to make a difference and engage our older students, meaning continues to be the most critical feature of an effective program.

所以我暗示这是一种为我们的孩子们为阅读和/或写作斗争的孩子做出积极进步的一种方式,特别是来自3年级和年龄较大的学生:  新的3卢比:关系,相关性和响应

关系 :正在努力与阅读和写作斗争的孩子需要与他们的老师建立关系以及他们正在阅读的文本。他们的心需要订婚,以确保自己最好。我们今天的许多孩子需要在他们信任之前感到深刻的联系感,让他们的担忧和恐惧经常妨碍学习。当学生用阅读和写作斗争时,学生可能会对这些技能领域创造强烈的负面依恋,并每次看到一本书或一支笔时将其带到教室。有效的教师根据心脏感受的关系创造了一个学习氛围,并花时间先了解他们的学生。对于许多斗争的学生来说,他们会在感受,赞赏和喜欢学生的关心时给予它,并冒险。我知道这听起来如此简单,而且与识字不相关,但是,当你要求孩子们挑战他们在石信仰中的挑战时,特别是当自我谈话的声音如上“I am bad at reading”, “I hate writing”, or “I suck at this”,它需要一个情绪化的过度骑行,如在信任和鼓励时建立的可爱关系,以推超出这些情绪墙。

关联 :其次,就阅读和写作技能发展而言,各种目的需要以含义为指导;今天’s kids need to know 为什么 他们正在为许多人做一些事情需要觉得个人买入或清楚地了解与学习相关的原因。合规无效’t hold it’s value anymore; it’■所有关于含义和建立与文本或过程的连接。如果文字不起作用’有意义,然后你赢了’这条道路上的注意力。它’这简单。这样想:如果它是不是’t fun, then it won’做完成了!当然,并非一切都需要在公园散步,或者去迪斯尼乐园旅行,但随后再次,对于孩子们与技能组织进行真正的联系,特别是在阅读和写作中,他们需要相信目的和意图的基础指示。另一种看它的方式听起来像这样的声音:需要一个渴望孩子们能够体验学习的内在意义上!这样做的一种方法是建立在学生的利益上。通过基于外部爱好提出阅读和写作活动,一个人创造了一个有意义的学习桥梁。例如,有许多幼儿如果托马斯是火车是文本材料的来源。此外,如果有与Minecraft或其他游戏材料有关,许多老年学生将被阅读或写作。

回复 :最后,作为教师和父母,我们需要保证我们的孩子在学习过程中订婚。通过减缓有意的目标设定和学习目标的教学过程,我们保证,孩子们在建立时对他们的学习感到个人责任 个人目标 和每个学生一起。结果,当孩子们觉得它们处于过程中的组成部分并庆祝他们的进步时,与磨削的进步相比,被拖过了不愿意的教学受害者,学习水平显着增加。具体而言,通过建立立即以及长期时间段的阅读和写作学习目标,我们的孩子会清楚地知道预期的结果以及他们的努力导致的结果是什么;他们需要知道预期的样本以及如何以及为什么学习将展开。对于我们的许多孩子在阅读和写作中挣扎,与教学和学习过程共同脱颖而出,而且通常,当每个课程似乎通过时,他们觉得在教学火车站遗漏。结果,成为一个脱离,最终,一个自我通话的感觉,“I can’t do this”。通过为每个学生建立短期和长期学习目标,学生将能够看到他们的进步并感受到该过程中的更多信息。作为一方面,在这个过程中,通过奖励与奖励的目标达成的合作奖励可能是我们一些孩子的额外价值,以便更多地感受到这一进程。样本学习目标可能包括: 我能 …

通过提高我每分钟80字的读数的流畅性/速度来更快地阅读单词

通过在十次上阅读闪存卡上的列表中回忆起更多的视图词

用这个主题(WHO)和谓词(什么)八次写一个句子

简而言之,阅读和写作,就像学术工具套件中的任何其他技能一样,需要有意义的学习参与。无论是通过关系,对文本和任务的意思,以及对过程的个人责任感,它’在每个孩子感受到与阅读和写作经验的深刻意识的地方,将过程放缓。通过从他们的情绪含义中创造随着情绪含义的转变“阅读,写作和熊… oh my!”作为基于恐惧的过程,对心脏感觉反映“阅读,写作和熊… oh boy!”,我们的孩子们将期待与这两个基本生活技能相关的经验。它需要比这更简单得多“best practice”材料和课程指南实现这一联系。当这么多学生因单位适合所有计划而脱离学习时,共同的核心并不是很常见。让’让旧学校3卢活通过新学校的3次新闻: 关系,相关性和反应。