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. (2012). Adolescent development. Retrieved from http://www.teachervision.fen.com/growth-and-development/child-development/2874.html?detoured=1
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).
(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.
Movement Toward Independence
Struggle with sense of identity
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
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, ...
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…
(2012). Adolescent development. Retrieved from http://www.teachervision.fen.com/growth-and-development/child-development/2874.html?detoured=1
Issues like self-esteem can impact prognosis. Students who are highly motivated, highly intelligent, and highly confident are the most likely to succeed and excel in spite of their reading disorder or in some cases, because of it. Learning how to maximize strengths in other academic areas can help students with reading disorders build self-esteem. Similarly, students who are able to ask for and receive assistance in subject areas rich
Reading Improvement in Third Grade Students Applied Dissertation Proposal for the Degree of Doctor of Education Making resources available to the third grade students and teachers lends itself to the appropriate data, types of instruments, and instructional strategies used to enhance education. Wilson School leaders are getting acquainted with reading resources that are beneficial in order to provide teachers with test data, reading instruments, and specific strategies to assist them in raising
There is also the question of what approach should be used in a given setting. For instance, Lewis-Moreno points out that, "A great deal of energy is expended selecting and defending the model used: Should it be late- or early-exit bilingual, dual language, or English immersion?" (2007, p. 773). Although complex problems require complex solutions, a common theme that runs through the relevant literature concerns the need to use
Edmark and Reading Matery One of the greatest challenges for any educator is dealing with a student with reading difficulties. However, a number of different programs exist to deal with the different forms of comprehension difficulties such challenging students may face and present for an educator. While the Edmark Reading Program is designed to bridge the gap between auditory and visual learning for developmentally disabled students, Reading Matery programs are specifically
Reading is a fundamental part of a child's education. Many techniques have been utilized in an effort to make learning to read and reading comprehension easier for students (McCray 2001). One such technique is Sustained Silent Reading (SSR). The purpose of this discussion is to investigate Sustained Silent Reading as it relates to reluctant middle school aged children. Let us begin our investigation by discussing the theoretical framework of Sustained
In my view, it is clear that the parents' decision to include their son in mainstream high school classes was a wise one. Even with their reservations, it appears that educational professionals agreed with this view. The disagreements are evidently mainly the result of philosophical differences, with educators being reserved about inclusion while parents were clearly overwhelmingly positive. I think greater alignment could have been achieved from the beginning if the