Running Head: READING RACETRACK AND COPY, COVER, COMPARE The Effects of Reading Racetrack and Copy, Cover, Compare on Recognition of 2nd-Grade Sight Words with a 4th-Grade Student with Learning Disabilities Abstract The purpose of this intervention was to determine if a 4th-grade student with learning disabilities could increase his 2nd-grade sight word recognition with the aid of both Reading Racetrack and Copy, Cover, Compare strategies. During each session the student read through flashcards that had the 2nd-grade sight words on them and he had 1-2 seconds to correctly read each word aloud. The student completed several weeks of intervention with an average 12.83 more (over baseline) correctly recognized sight words with the Copy, Cover, Compare strategy, and an average of 21.12 more (over baseline) correctly recognized sight words with the Reading Racetrack strategy. The student began the intervention recognizing only 61 out of 112 sight words. At the end of the study the student recognized 108 out of 112 sight words consistently.
Journal Article Review Kurth, J, Mastergeorge, A, 2009, Academic and cognitive profile of students with Autism: Implications for classroom practice and placement. International Journal of Special Education, volume 24 pages 8-14. This article compared two different studies researching adolescents. with mild to moderate autism placements in an inclusion and special education classroom. It first defined autism as children having poor communication , extreme difficulty with social interactions, and respective behavior.
The article 10 Quick ways to Analyze Children’s Books for Racism and Sexism (2000) is designed to show students and teachers how to tell if children’s books have signs of racism or sexism in them. It tells the reader 10 ways that you can check the book for racism or sexism. The main way to check is by looking into the relationships between the characters. Also, check how the characters
My focus was the Industry v. Inferiority longitudinal study, for children 5-11 years of age. The longitudinal study investigated the “self-concept” of students who are learning disabled. The study analyzed whether are not students who were learning disabled would be able to successfully address concerns in their resolution of a crisis. The study was performed on 86 students, 39 of which were learning disabled, including 9 females and 30 males, in high school 10th and 11th grade, and 47 non learning disabled students, including 16 females and 31 males. The Piers Harris Children Scale assessment test was administered, and the conclusions were that the learning disabled students showed less resolution of the Industry vs. Inferiority than the non-learning disable students.. From my perspective, being that these children had learning disabilities which caused major doubt in their abilities to be successful, they were not
Each State establishes its own formula for determining when a 'discrepancy' can be considered 'severe'. The problems with the discrepancy model are early detection and there is no measurement of error taken into consideration. Although the traditional discrepancy model provides a purpose for identifying a learning disability there are a couple of very significant limitations to this process. First, it is extremely difficult to accurately determine 'severe discrepancy' for young students. Students arrive in kindergarten with varying
This paper will summarize the article and Lu’s findings, describe the intervention strategy, and whether or not I would consider this type of strategy as an instructor of young children. Lu (2010) begins her study with observation in each of the classrooms of the three first grade students for a one week period. All three students were from middle socioeconomic families and although they were in separate classrooms with different teachers, each had been labeled as having “low motivation, little confidence, less engagement, were very restless, and were labeled with reading and writing disability “(p.2). Before beginning instruction with these students, Lu (2010) felt that much could be learned by interviewing the students and finding out their interests and preferred learning styles. From these interviews, she was able to obtain some basic information about the three students interests such as pets, friends, relatives, activities, vacations, celebrations, favorite television programs, and so forth.
Ms. Ray: MH- Intervention Specialist Barberton High School 3 years teaching, graduated 08’. Attended Mogadore first. Changes Happening in SPED, in Ohio Use other teachers/ staff as resources Ms. Ray has very high expectations for students with disabilities. Down syndrome, deaf due to alcohol exposure, shaken baby syndrome, blind and un-verbal, over medicated, autism, kids who use communication devises, some need to be changed and fed, cognitive delayed students, AIDS in the classroom: aids are in the classroom. Teacher have to assign task for aids, IEP’s, alternative assessments, dealing with students and parents, objectives/ lessons plans… its not just teaching.
Information gathering Skills Activity 1.1 I used the following key words when searching for my article * Learning disabilities * Types of learning difficulties * What levels of support is needed with learning difficulties * Autistic spectrum disorders * Attention deficit hyperactivity disorders * Problems faced developmental problems associated with AD/HD * Developing teaching relationships with AD/HD diagnosed child * Peer relationships and learning difficulties * Difficulties faced by someone with AD/HD in developing peer relationships The articles that I found were * Difficulties in initiating and sustaining peer friendships: perspectives on students diagnosed with AD/HD ( (Houghton, 2008) From this article I chose the following two articles *
Test the Rest (Benchmark Assessment) Ashley Scott SPE-512 Assessment in Special Education Grand Canyon University October 22, 2014 Benchmark Assessment This paper contains reports and observes two particular ting bias and strengths and weaknesses. can definitely be an advantage to the student and teacher. ibecircumstances in which students currently getting special education services were re-assessed. The first case study involves a 4 year old preschool student. The second case study involves a reevaluation of a 16 year old secondary student that to date is unsure where he wants to go after graduation.
RTI: The State of Education Abstract Response to Intervention (RTI) is an academic as well as behavioral intervention model used in school systems in the United States to provide early and effective assistance to children who are having difficulty learning and behaving. RTI was also designed to be used as part of a data-driven process of identifying specific learning disabilities and as a more effective way of identifying students for individualized education plans (IEP). All 50 states are taking the necessary steps to develop and implement RTI models, but there is no uniformity among the states concerning the approach each state is using. There is however some common ground and similarities as well among the states’ RTI models. RTI: THE STATE OF EDUCATION “In 1997, during the process of reauthorizing the Individuals with Disabilities Education Act (IDEA), the National Joint Committee on Learning Disabilities (NJCLD) wrote a letter to the U.S. Office of Special Education Programs (OSEP) expressing concern that neither early nor accurate identification of specific learning disabilities (SLD) was occurring”(