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Strategies for LD
| Question | Answer |
|---|---|
| What processes constitute beginning reading skills? | Phonological awareness and word recognition |
| What is phonological awareness? | Translating letters into sounds |
| What are causes of children not having a difficult time with reading? | Not able to proccess the sounds, cannot hear the different sounds (acuity problem not hearing related), boundaries between the phonemes. |
| How can you enhance phonological awareness at an early age? | Immerse them in words, word games, rhyming, story reading, etc. |
| How do you know a child is ready to begin reading words? | They understand words can be spoken or written, that print corresponds with speech, and that they are made of sounds. |
| What does the mapping of print to speech mean? | Establishing a clear link between a letter and a sound. Also known as alphabetic awareness. |
| Mastering beginning learning corresponds to the foundation of what? | nearly all subsequent learning |
| What is considered the age of adult illiteracy? | Reading below the 4th grade level |
| What percent, nationally, is considereed functionally illiterate? | 25% |
| What is the biggest challenge of working with older students who struggle with reading? | They have not practiced reading and find it difficult, slow and frustrating. |
| What is the root cause of comprehension problems in older readers? | They lose comprehension skills because they do not read enough to practice them. |
| What is the average rate of speed for most readers 3rd grade and adult? | 3rd graders 100wpm and adults 300wpm |
| How is most vocabulary obtained? | Through listening vocabulary through 4th or 5th grade and primarily through reading after that. |
| What skills must teachers focus on for comprehension? | Sentence structure, text cohesion, punctuation, phrasing and grammar |
| What non reading activity can increase reading comprehension? | Written responses to reading |
| What are the 4 most common causes of poor reading? | Nuerological, familial, social disadvantage/cultural, and instructional. |
| What things are considered necessary conditions for learning to read? | Phonological awareness, phonemic awareness, alphabetic principle, orthoraphic awareness and comprehensive monitoring strategies. |
| What is number sense? | The ability of a child to work fluidily and felxibly with numbers. Understand what numbers mean. The ability to perform mental mathmeatics. The ability to make connections to the world in numbers. |
| How is numbers sense influenced and facilitated? | Through the environment. It is the phonics of math. |
| What is the most common mistake made in developing number sense? | Fact memorization which leads to fact knowledge and not an understanding of numbers. |
| What is automaticity? | the extended practice of a skill so that the student has the ability to reach a level of proficiency that is rapid and accurate with little or no conscious monitoring. |
| What is the largest connection between cognitive problems and math? | High frequency of procedural errors, difficulty in represenation and retrieveal of facts and inability to symbolically or visually represent numerical information to memory. |
| What is the largest problem with the teaching of math that has lead to greater deficits? | The teaching is focused on memorization of facts and algorithms. Students lack the structrual understanding of numbers to decode more intense mathematical procedures. |
| When should information be reviewed in order to retain the information for the longest term? | Within 24 hours of learning the information |
| What are the keys to sorting information? | creating a retrieval system by formulating the information into categories |
| What makes frequent review successful? | Allows for the student tostudy new information the day you heard or read it. Small review daily assists in memory attachment. |
| How can humor and exaggeration be used in increasing memory? | Information stays longer if it is novel or interesting. |
| How can you incorporate your senses into learning? | involving movement, hearing and seeing, the information may stick better for most learners. |
| How can color assist in retention? | Color can help categorize and sort information for you. |
| How can visual aids be incorporated? | Adding pictures, cartoons, graphs, etc may make the information more appealing and easier to remember. |
| What is rehearsing aloud? | Verbally repeating the information by saying it to themself, a partner or even recording information to assist in memorization. |
| What are some ways that you can add physical activity to assist in memorization? | by pacing, jumping, throwing a ball, or rewriting while reviewing information may be helpful to some kinesthetic learners. |
| What is another creative way to assist in memorizing important information? | turning it into a game. Play matching game, memory game, etc with key information. |
| Students who often struggle with reading also struggle with what other content area? | Spelling |
| Why do poor readers often struggle with spelling? | Poor readers usually have a low phonemic awareness leading to a hard time sounding words out to spell them Spelling is enhanced through exposure to words that non readers may not experience due to reading aversions |
| Why is spelling so difficult? | English spelling is very complex and words come from various backgrounds of knowledge |
| What knowledge is necessary for spelling in English? | phonemic awarness or common letter sound relationships, morphological knowledge of root words and word-specific knowledge. |
| What are some keys for teaching spelling to learners with a disability? | provide systematic phonics instruction, teach common irrigular words as soon as possible, use useful spelling rules, emphasize important grade-level words, emphasize activities that involve writing of words, encourage study of words and encourage reading. |
| What is one of the biggest challenges of people? | Time managment |
| What is the biggest challenge in time management? | A lack of understanding of the concept of time or how much time a task will take. |
| What do LD students need to help them develop stronger time management skills? | high structure, explicit teaching and extended opportunities to practice strategies till they have developed independence. |
| What is the first step to teaching time management? | Task analysis |
| What is task anaylsis? | The process of identifying what needs to get done to finish a given undertaking |
| How can teachers help students in developing task analysis skills? | Have students estimate the steps and time it takes to complete a task and then time them doing the task. Compare the results. Start with basic tasks then work up to create a strong generalization. |
| How can teachers assist in enhancing note-taking skills in students with disabilities? | Modify their presenation during lectures or teach students note-taking techniques |
| Why are students with LD inefficient note-takers? | They have a hard time identifying important information, have a hard time writing fast enough to keep up with the lecturer, unable to read what they wrote, and do not understand what is being discussed |
| What are the two main purposes of notes? | Aid in student understanding of lecture information and to serve as a reference material for later study |
| How do most LD students get through classes with poor note-taking skills? | They have note-takers, notes are provided for them, rely on resource assistance or they don't attempt anything for support. |
| Why is note-taking so important? | Allows for active engagement in the lesson, encourages clarification of information for long term memory storage and shows a positive correlation in test scores. |
| How can teachers assist in enhancing their presentation for better note-taking? | Slow down the pacing, cue students to important information, and allow for review time at the end of class to review and fill in missing pieces |
| How can note takers work on enhancing their skills? | asking for assistance from a teacher on how to take notes, preview the information in text books,learn shorthand to make writing more efficient, consistent practice and follow up with the teacher |
| What are the two types of note strategies a teacher can use to teach students how to take notes? | Strategic note taking that the student pulls out main points, summarizes and key terms or use guided notes with a basic outline |
Created by:
hunderwood
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