The Georgia State School Board Of Education

Try using books on tape or watching videos to help teach children how to read (Moragne 56). Avoid lectures and note taking and give the child extra time to work on homework (58-61). Help the child build a positive self-image, and help them set responsible goals that they can accomplish (75-80). Give that person help with their homework, simple accomplishable instructions, and help them find a hobby (70). In school, seat children with dyslexia at the front of the class so they can focus better and the teacher can provide better structure (61). For tests, give that child extra time to work on it or make the test oral (57). Make a list for the child so they do not forget to do anything (Moragne 46). There are four steps to teach a child with dyslexia how to read: teach them to recognize the words, let their vocab expand further, let them become familiar with the letters and the sounds of the alphabet and words, then let them decode the ability of words (Bronswick

On January 30, 2018, at 2:00p.m., my newsletter presentation was given to four teachers in the exceptional children’s department at Douglas Byrd High School. It was important for me to review the newsletter with my coworkers because our work team is currently in the process of gathering new information for the start of the new semester which began on January 26, 2018. The age range of the students in our department range from 15-19 years of age; however, because of their varied learning disabilities and function levels, we use a lot of beginning reader teaching methods in an effort to work more effectively with all of our students.

     When a child doesn’t seem to be learning, some teachers and parents in his/her life might criticize the child and think of them as stupid, or maybe just too lazy to want to learn. What they don’t realize is that the child might have a learning disability. But how are these children being helped? There are many programs, special schools and facilities, home teaching methods and many other ways in which children with Learning Disabilities are being helped.

The artifact was developed and implemented for a fourth-grade language arts and reading class with seven students, four girls, and three boys, between the ages of nine and ten. The classroom setting is student centered with differentiated instruction to benefit the varying reading levels and exceptionalities. There are five English-language learners out of the seven students, three students are ESOL level four and two students are ESOL level three. All the students are exceptional students with learning disabilities in reading. The best practices I utilized to develop the artifact was prior knowledge and the Wonders textbook. The best practices I utilized to implement the artifact were reading strategies such as SPADE, written copies of the

The Board of Education dates back to 1842. According to the New York City Department of Records, the Board of Education was known as the Board of Education of the City of Brooklyn from 1853 – 1897 (www.nyc.gov). During that time period, records documented educational policy, and school system administration. The Board of Education underwent several transformations. Although the school system as stated by the Department of Records (www.nyc.gov) was known as the Board of Education of the city of Brooklyn, there were also boards in the borough of Manhattan, Bronx, Queens and Richmond.

As schools in Illinois transition to the new Common Core State Standards (CCSS), the Illinois State Board of Education (ISBE) has taken steps to provide districts with resources to aid in this transition. ISBE has created five foundational services with the goal of creating educational continuity throughout the state, from Rockford to Cairo. These five foundational services include continuous improvement planning, balanced assessment, teacher evaluation, new Illinois learning standards for mathematics, and new Illinois learning standards for English Language Arts (ELA).

This writer was given an assignment of researching three questions related to learning disability. The three questions are: 1. what is a learning disability? 2. How do individuals with learning disabilities process information? and 3. What challenges are related to how these individuals process information? This writer has learned a lot about learning disability and special education all throughout this course, during this research, and during observation time in the classroom. Special education, a program developed in order to provide a free, appropriate education to all students, even those with special needs, was

Reading, writing, and speaking is difficult for many people. In honest opinion, these subjects are hard for me. So, imagine the struggles for those students that have a learning disability and those who are learning English. Luckily, I attended a session at the LDA conference that promoted tips and strategies to help students with these subjects. Moreover, how to help both ELL students and students with learning disabilities access these curriculums. Session W32 by Linda Tilton showed me how to help students get organized and become active learners. Not only that, but how to give high interest review strategies to reinforce vocabulary, reading, and writing. As Linda stated, “These are the nuts and bolts to take back and use!” For example, she

“A Read Aloud Curriculum integrates intentional direct comprehension and explicit vocabulary instruction into read alouds while maintaining the integrity of an authentic read aloud experience that would be highly engaging for students (Fien, et al., 2011).” The Read Aloud program is structures as to “(a) set a purpose for reading, (b) building vocabulary knowledge, (c) making text-to-text and text-to-life connections, and (d) having students retell stories or information on a regular basis (Fien, et al., 2011).” The problem is that Read Alouds by themselves do not help close the gap between children who enter school with strong vocabularies and children who enter school with weak vocabularies, accordingly the gap between students with strong and weak vocabularies only grows as the children progress through school. Another setback for students with weak vocabularies is that there is a direct link between word knowledge and comprehension, consequently the children with weak vocabularies will struggle with comprehension. Small-group instruction shows promise in improving student’s vocabularies thus improving their comprehension. By spending more time with the text and receiving instruction in a group of 2-5 students, those with weak vocabularies have shown improvement in their word knowledge and

If you ever talk to an adult with dyslexia, they would most likely have plenty of stories of the difficulties they faced in school related to having dyslexia. For instance, they may have been diagnosed late, bullied because of their symptoms or excused of being dumb and lazy by teachers and parents alike. Elementary school is the beginning of a student’s formal education and the foundation for their future education and professional life. Therefore, skill such as reading comprehension is essential for the betterment of the child, unfortunately many children are diagnosed with intellectual disabilities such as Dyslexia that hinders their reading comprehension skills. However, there are strategies that educators can use to facilitate

Meloy, L., Deville, C., & Frisbie, D. (2002). The effect of a read aloud accommodation on test scores of students with and without a learning disability in reading. Remedial and Special Education, 23(4),

After presenting the data from content area diagnostic and district level assessments, as well as pertinent research related to this topic, the team expressed their interest and motivation to help close the achievement gaps in reading comprehension. In addition to our team, district level specialists and outside vendors have been contacted and will provide support and their expertise relating to improving student reading comprehension

During the Great Depression, schools began to provide lunch programs for school students, since many homes could not afford to feed their children a full, well-balanced meal (Hinman 16). Throughout the past eighty years the budgets, regulations, and policies have been changed multiple times. Whether or not these changes are helpful, are up for debate, and are topics many school boards and legislative bodies are forced to discuss. Some of the most controversial topics being discussed are the cost students pay, the quality of the food, the amount of food going to waste, and the obesity rate of students. The lunches that are served in schools are typically over priced, made of poor quality, thrown away, and is one of the leading causes to the increasing obesity rates.

I interviewed Andrea Erickson who teaches reading, writing, and pre-algebra at Central High school to students who have mild and moderate disabilities. Her students have varying abilities and she makes many accommodations in order to ensure her student’s success. The varying learning problems Andrea has encountered within the reading and writing realm include reading difficulties, reading comprehension, problems with inferencing plots, problems with predicting plots, and connecting sentences improperly. In pre-algebra Andrea expressed problems with students connecting the dots. For example, a student would understand one concept, but would be incapable of connecting that concept to the next. From my experience at the Boys and Girls Club, I

Summary: This chapter explains how to help a student who is struggling to read. The book defines what a struggling reader is by saying “the student may have difficulty with oral language, phonological/phonemic awareness, phonics, vocabulary, comprehension, motivation, or some other factor that prevent adequate yearly progress.” The author explains what used to be used to help struggling reader was remediation. Remediation was the process of correcting certain problems. The teacher would have to wait until the student showed signs of a problem and then would have to figure out how to correct it from there.