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However although the authors say that "the first section provides a brief overview of research on learning difficulties in the middle-school years" (p. 222), the discussion of the research itself could have been more in-depth, beyond only mentioning a general conclusion of the findings by only a few researchers, with perhaps more recent research studies beyond 2005. Useful strategies derived from a meta-analysis done in 1999 for improving reading comprehension were provided. Two important skills were identified as common factors in learning difficulties and these were related to reading problems -- working memory and automaticity.
The Quick Smart program was described. There were many assessment strategies incorporated into the program. The computer assisted component of the program carried out assessments at the beginning, middle and end of the study, and there were also brief assessments on a particular sub-test at the end of some of the lessons. Other assessments were included- a standardized test of reading comprehension...
The program itself also included on-going assessment by many of the activities in the program, for example worksheets. Therefore the importance of assessment is addressed in more than one way.
The sample seemed small- only forty seven children from the school population of 650. However the study targeted the Year 7 students who had not been doing well on the English and Literacy tests.
Simple statistical tests were presented, not the full details of the analysis. This was enough to highlight the significant improvement in the students' performance. Despite the effectiveness of the program, the authors do point out some of the limitations-that the work is not easy and the financial resources to carry out the program in a school.
Reference
Graham, L., Pegg, J. And Alder, L. (2007) Improving the reading achievement of middle -years students with learning difficulties. Australian Journal of Language and Literacy. 30 (3): 221-234.
Reference
Graham, L., Pegg, J. And Alder, L. (2007) Improving the reading achievement of middle -years students with learning difficulties. Australian Journal of Language and Literacy. 30 (3): 221-234.
Interviews with his parents reveal a disturbing trend. His parents do not seem to want to challenge Christopher in any meaningful way and instead enable his lack of progress. Perhaps out of fear for his tantrums, Christopher's mother makes excuses for her son's behavior. The experiment of homeschooling Christopher has therefore been unproductive because he is not challenged, and therefore is not learning as much as he could be. His
Figure 1 portrays three of the scenes 20/20 presented March 15, 2010. Figure 1: Heather, Rachel, and Unnamed Girl in 20/20 Program (adapted from Stossel, 2010). Statement of the Problem For any individual, the death of a family member, friend, parent or sibling may often be overwhelming. For adolescents, the death of person close to them may prove much more traumatic as it can disrupt adolescent development. Diana Mahoney (2008), with the
Nor is she eligible to receive Medicaid, based on her minimum wage income. This has put the minimum wage earning single parent in a situation where she must devote her minimum wage to food and healthcare, if healthcare is available to her through her job, and, if it is not, she becomes medically uninsured. TANF now allows states money to.".. spend their share of federal block grant funds ($16.38 billion annually)
Children and the Media Whether or not children should be allowed to watch television or movies is one that elicits great controversy among parents, educators, and child development experts. Some have no problem with exposing children to media, others have distinct criteria to fulfill before allowing children to watch any form of media, and still others strongly advise against exposing children to media at all. The real issue is about the
This is particularly true for students with learning disabilities. Secondary students' reading performance reaches a plateau during their high school years, and it is clear that the performance gap between their abilities and what they are expected to do widens (Mock, 2003). Adolescents who lack basic literacy skills need intensive, focused, sustained instruction to help them catch up with their peers. Conclusion Reading disabilities are life long; however, the effects may
G., using prior knowledge, self-monitoring for breaks in comprehension, and analyzing new vocabulary);growth in conceptual knowledge (e.g., reading tradebooks to supplement textbook information) (Alvermann, D, 2001). However a very important thing I should mention is the existence of big gaps in adolescent literacy achievement in high school, as I noted above, but, the gap was also defined as the disparity in White and Black students' achievement and in richer and poorer