Child Case Study: The Story Case Study

Length: 7 pages Sources: 3 Subject: Teaching Type: Case Study Paper: #44209188 Related Topics: Study Guide, Child Labor, Divorce And Children, Case Study
Excerpt from Case Study :

In relationship of his reading comprehension -- Manuel knows how to read at grade level. He really does get the plain indication and can figure out the connotation of a lot of words in the course of context clues. He can effortlessly recapitulate what he has just read and grabbed some of the main ideas as well as extrapolations. His writing needs a lot of work. A lot of the time he leaves out things like prepositions and over uses the imperative regarding creating the words so that they could be plural. For instance -- take the word "children." Manuel will normally just adds an "s" on it so that it can be plural. During other times he does not make certain terms plural. Homonyms are a big issue for Manuel. His language appears to emphasis needs to be on structuring a basis of appropriate sentence structure and sentence syntax. Regrettably for Manuel the existing tendency in the New York City School system is to be able to get students to enthrall grammar by means of content construction of evidence-based arguments among middle school students. Education Tech Research Dev., 21(9), 79-89.

Bodrova, E. & . (1998). Scaffolding emergent writing in the zone of proximal development. Literacy Teaching and Learning, 21(8), 1-18.

Clay, M.M. (2005, June 6). Literacy lessons designed for individuals: Teaching procedures. NH: Heinemann. Atlanta, Georgia.

Rodgers, E.M. (2004). Interactions that scaffold reading performance. Journal of Literacy Research, 12(7), 23-67.

Smagorinsky, P. (2007). Vygotsky and the social dynamic of classrooms. English Journal, 21(9), 1-23.

Wood, D.J. (2007). The role of…

Sources Used in Documents:

Works Cited

Belland, B.G. (2008). A scaffolding framework to support the construction of evidence-based arguments among middle school students. Education Tech Research Dev., 21(9), 79-89.

Bodrova, E. & . (1998). Scaffolding emergent writing in the zone of proximal development. Literacy Teaching and Learning, 21(8), 1-18.

Clay, M.M. (2005, June 6). Literacy lessons designed for individuals: Teaching procedures. NH: Heinemann. Atlanta, Georgia.

Rodgers, E.M. (2004). Interactions that scaffold reading performance. Journal of Literacy Research, 12(7), 23-67.


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