Research Review for Teaching Strategies for Reading Using Evidence Based Practices for Special Education Lecturer: Institution: Course: Date: Research Review for Teaching Strategies for Reading Using Evidence Based Practices for Special Education Students Introduction/Background Evidence Based Practice (EBP) is a strategic approach, teaching program or an intervention program provided to individualized students based on their needs…
However, many educators have failed to recognize the importance of EBP in learning institutions. There are numerous students with varied disabilities; hence there is a need for experienced professionals to implement effective reading strategies for teaching. They can also engage parents in this intervention program in order to increase the performance level. This is because parents are the first primary caregivers and educators of the child; thus engaging them in the program will contribute to positive change. Therefore, the EBP should be matched with the unique needs of students and their skills; thus developing effective Individualized Education Program (IEP) for producing better learning outcomes. The themes in the research articles focus on reading instructions, developing fluency and vocabulary instructions for students with learning disabilities. Therefore, the study seeks to offer an insight on the research issues as to whether teaching strategies for reading using EBP is an effective approach for individual education students. It seeks to reveal the way educators can teach students to read, but how well do students with disabilities understand what they are reading? Educators can also help students with LD (learning disabilities) to think critically. However, do they actually comprehend what the vocabulary words mean and talk fluent? Therefore, what can educators do in order to help these students to think critically, understand vocabularies and read fluent? The research employs varied methods such as questionnaires, surveys of the perception of students and standardized tests in order to determine how students can develop effective reading or improve performance learning skills. The results varied across students with learning disabilities, but the majority of the students showed improved reading comprehensive skills when employing EBP approach. Summary of Studies Article 1 Participants Stetter, M. E., & Hughes, M. T. (January 01, 2011). Computer Assisted Instruction to Promote Comprehension in Students with Learning Disabilities. International Journal of Special Education, 26, 1, 88-100 reveals the way reading comprehension is significant. The article reveals the way students with LD strive to improve reading skills and many of them face numerous challenges in learning environment. Therefore, the article attempts to analyze whether the computer assisted instructions can help in promoting reading comprehension for students with LD (Stetter and Hughes, 2011). The authors carried out research through employing a single-subject and diverse baseline designed for achieving the desired outcomes. They employed varied methodologies such as surveys, standardized tests and daily questions in order to determine the way reading comprehension is valuable for achieving academic success. The study results revealed that computer assisted instructions could have influenced the reading comprehension of students with LD. The participants who participated in the research study were students from varied schools in the United States. Of these students, 90 % of them were from lower socio-economic background and the remaining percentage from high socio-economic class. The students with LD also participated in ...
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Firstly, the philosophical and theoretical adaptations which are required in the minds of the teacher, the students and indeed the community; and secondly the practical mechanisms within the classroom and the practice of the teacher which would be best suited to allow for effective learning.
For most of the students, the learning difficulties remain lifelong challenges, although some develop compensatory skill sets or effective coping strategies. Technology can be a fundamental factor for some students in altering learning disability into a learning difference.
This is driven partly by forces of globalization, which make demands on the local population such as an ability to speak foreign languages and operate in a multi-cultural work environment, and partly by internal adjustments to phenomena like the need to train students and staff in the use of new technologies (Alghazo, 2006) and a drive for quality improvement across the board.
The people with learning disabilities are not able to learn as quickly as normal people do. There are various forms of learning disabilities, which include concentration or focus disability, perception disability, and many other forms. Let us discuss some of the scholarly journal articles related to reading programs for learning disabled children in order to find out how reading programs can be used to improve the learning abilities of the children.
With the decline in the economy came a downpour of contenders, but at the same time, ultimately, slashed money for recruitment and hiring. The LAPD – Los Angeles Police Department – has experienced the recession intensely. The agency’s advertising funds were cut by 60% in economic year of 2009, city workers concerned in applicant dispensation have been furloughed habitually, and in March 2009, the Town Council permitted a three-month hiring freeze (Nostrand, 2007).
Among them the emphasis is given towards the ability to understand the characteristics of the data and the techniques required to collect them. The broad objective of the research work is to understand the impact of pre-teaching vocabulary on students with specific learning disabilities in the content class on reading comprehension scores.
a lawsuit against the Newark Public Schools, the State of New Jersey, alongside a few state officials; in this case, the parents’ lawsuit alleged that Newark had failed to put in place adequate systems that would enable it to comply with the Individuals with Disabilities
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