Disabilities Students With Reading Disabilities Term Paper

Length: 5 pages Sources: 5 Subject: Teaching Type: Term Paper Paper: #80262789 Related Topics: Learning Disabilities, Reading Strategies, Reading, Phonics
Excerpt from Term Paper :

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 be mitigated to support learning, living, and earning, particularly when identified early and dealt with effectively. Language acquisition with phonemic awareness correlates to learning to read, plus it is an accurate predictor of reading success. Furthermore, it is important to identify reading disabilities early so that effective intervention strategies are employed. High school students are in a transitional phase and without the necessary scaffolding support and tools to enhance self-efficacy, young adults will have challenges to becoming self-sustaining. Hence, their success is based on the fundamental skills of reading, which in turns affect writing abilities. Developing literacy skills is an achievement that, once accomplished, will benefit a person throughout his or her lifetime (Bowman & Trainman, 2004).

Exhibit A

(American School Counselor Association, 2012)

A teenager's development can be divided into three stages -- early, middle, and late adolescence. The normal feelings and behaviors of adolescents for each stage are described below.

Early Adolescence

12-14 years

Movement Toward Independence

Struggle with sense of identity

Moodiness

Improved abilities to use speech to express oneself

More likely to express feelings by action than by words

Close friendships gain importance

Less attention shown to parents, with occasional rudeness

Realization that parents are not perfect; identification of their faults

Search for new people to love in addition to parents

Tendency to return to childish behavior

Peer group influences interests and clothing styles

Increasing career interests

Mostly interested in present and near future

Greater ability to work

Sexuality

Girls ahead of boys

Shyness, blushing, and modesty

More showing off

Greater interest in privacy

Worries about being normal

Ethics and Self-Direction

Rule and limit testing

Occasional experimentation with cigarettes,

...

(2012). Adolescent development. Retrieved from http://www.teachervision.fen.com/growth-and-development/child-development/2874.html?detoured=1

Bowman, M., & Treiman, R. (2004). Stepping stones to reading. Theory Into Practice, 43(4), 295-303.

Catone, W.V., & Brady, S.A. (2005). The Inadequacy of Individual Educational Program (IEP) Goals for High School Students with Word-level Reading Difficulties. Annals Of Dyslexia, 55(1), 53-78.

Hock, M.D. (2003). "No Child" leaves behind teen reading proficiency. Education Digest, 69(4), 27.

Horowitz, S.H. (2006). You want me to what? Read? Children's Voice, 15(6), 17.

National Center for Learning Disabilities - NCLD. (9 March 2009). Learning disability fast facts. Retrieved…

Sources Used in Documents:

References

American School Counselor Association. (2012). Adolescent development. Retrieved from http://www.teachervision.fen.com/growth-and-development/child-development/2874.html?detoured=1

Bowman, M., & Treiman, R. (2004). Stepping stones to reading. Theory Into Practice, 43(4), 295-303.

Catone, W.V., & Brady, S.A. (2005). The Inadequacy of Individual Educational Program (IEP) Goals for High School Students with Word-level Reading Difficulties. Annals Of Dyslexia, 55(1), 53-78.

Hock, M.D. (2003). "No Child" leaves behind teen reading proficiency. Education Digest, 69(4), 27.


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