Rating: 20
Although there is a large number of other “disabilities” to be found within the field of learning disabilities, a reading disability remains the most common. Estimates of learning-disabled students being reading disabled vary between 70 and 85 percent. Some experts are of the opinion that this percentage is even higher, so much so that labeling a child as learning disabled is understood to include a reading disability. If one evaluates the importance of reading in the learning situation, this opinion probably comes close to the truth. Reading is regarded as the most important skill that a child must acquire at school, because one must learn to read in order to be able to read to learn. The implication of this is that the child who is a poor reader will usually also be a poor learner.
http://www.audiblox2000.com/learning_disabilities/reading_disabilities.htm
Wednesday, November 26, 2008
Summer Reading For Kids
Rating: 20
Educators consider summer reading very important in developing life-long reading habits, in maintaining literacy skills and in promoting reading for pleasure. Studies have repeatedly shown that children who continue to read during the summer months perform better when school resumes in the fall. But, when summer vacation starts, many children want to put away their books. They want to be outside, riding bikes, playing softball, or cooling-off in the neighbourhood pool. Committing them to reading, even just a little each day, is a struggle especially when outdoor activities and the modern distractions of television, video games, and the Internet may seem more exciting.
http://www.cdli.ca/CITE/summer_reading.htm
Educators consider summer reading very important in developing life-long reading habits, in maintaining literacy skills and in promoting reading for pleasure. Studies have repeatedly shown that children who continue to read during the summer months perform better when school resumes in the fall. But, when summer vacation starts, many children want to put away their books. They want to be outside, riding bikes, playing softball, or cooling-off in the neighbourhood pool. Committing them to reading, even just a little each day, is a struggle especially when outdoor activities and the modern distractions of television, video games, and the Internet may seem more exciting.
http://www.cdli.ca/CITE/summer_reading.htm
Why Do Some Children Have Difficulty Reading
Rating: 19
As we follow thousands of children with reading difficulties throughout school and into adulthood, these young people tell us how embarrassing and devastating it was to read with difficulty in front of peers and teachers, and to demonstrate this weakness on a daily basis. It is clear from our research that this type of failure affects children negatively earlier than we thought. By the end of first grade, children having difficulty learning to read begin to feel less positive about their abilities than when they started school. As we follow children through elementary and middle school, self-esteem and the motivation to learn to read decline even further. In the majority of cases, the students are deprived of the ability to learn about literature, science, mathematics, history, and social studies because they cannot read grade-level textbooks. Consider that by middle school, children who read well read at least 10,000,000 words during the school year. Children with reading difficulties read less than 100,000 words during the same period. Poor readers lag far behind in vocabulary development and in the acquisition of strategies for understanding what they read, and they frequently avoid reading and other assignments that require reading. By high school, the potential of these students to enter college has decreased substantially. Students who have stayed in school long enough to reach high school tell us they hate to read because it is so difficult and it makes them feel "dumb." As a high school junior in one of our studies remarked, "I would rather have a root canal than read."
http://www.ednews.org/articles/6014/1/Reading-Disabilities-Why-Do-Some-Children-Have-Difficulty-Learning-to-Read-What-Can-Be-Done-About-It/Page1.html
As we follow thousands of children with reading difficulties throughout school and into adulthood, these young people tell us how embarrassing and devastating it was to read with difficulty in front of peers and teachers, and to demonstrate this weakness on a daily basis. It is clear from our research that this type of failure affects children negatively earlier than we thought. By the end of first grade, children having difficulty learning to read begin to feel less positive about their abilities than when they started school. As we follow children through elementary and middle school, self-esteem and the motivation to learn to read decline even further. In the majority of cases, the students are deprived of the ability to learn about literature, science, mathematics, history, and social studies because they cannot read grade-level textbooks. Consider that by middle school, children who read well read at least 10,000,000 words during the school year. Children with reading difficulties read less than 100,000 words during the same period. Poor readers lag far behind in vocabulary development and in the acquisition of strategies for understanding what they read, and they frequently avoid reading and other assignments that require reading. By high school, the potential of these students to enter college has decreased substantially. Students who have stayed in school long enough to reach high school tell us they hate to read because it is so difficult and it makes them feel "dumb." As a high school junior in one of our studies remarked, "I would rather have a root canal than read."
http://www.ednews.org/articles/6014/1/Reading-Disabilities-Why-Do-Some-Children-Have-Difficulty-Learning-to-Read-What-Can-Be-Done-About-It/Page1.html
Reading Disabilites and What Can Be Done to Help
Rating: 19
The National Institute of Child Health & Human Development (NICHD) considers that teaching and learning in today's schools reflect not onlysignificant educational concerns, but pulic health concerns as well. Our research has onistently shown that if children do not learn to understand and use language, to read and write, to calculate and reason mathematically, to solve problems, and to communicate their ideas and perspectives, their opportunities for a fulfilling and rewarding life are seriously compromised.
http://www.dys-add.com/R.Lyon.WhyCantRead.pdf
The National Institute of Child Health & Human Development (NICHD) considers that teaching and learning in today's schools reflect not onlysignificant educational concerns, but pulic health concerns as well. Our research has onistently shown that if children do not learn to understand and use language, to read and write, to calculate and reason mathematically, to solve problems, and to communicate their ideas and perspectives, their opportunities for a fulfilling and rewarding life are seriously compromised.
http://www.dys-add.com/R.Lyon.WhyCantRead.pdf
Turning Kids into Lifelong Learners
Rating: 16
It's important in any project involving student learning that kids of all ability levels are included; books and magazines need to reflect the varying abilities of the children in a class, and if a class is going to focus on public display of student work, then all levels of work need to be respected and presented in a dignified manner. Students involved in the production end of creating a classroom book on a particular topic can be credited in the book; children who contribute to a public access program can receive an on-screen credit. The idea is to praise both the work process and the creative end product of learning activities, and to give kids the idea that their learning, and their effort, matter.
https://www.amazines.com/article_detail.cfm/95153?articleid=95153%20-%2062k
It's important in any project involving student learning that kids of all ability levels are included; books and magazines need to reflect the varying abilities of the children in a class, and if a class is going to focus on public display of student work, then all levels of work need to be respected and presented in a dignified manner. Students involved in the production end of creating a classroom book on a particular topic can be credited in the book; children who contribute to a public access program can receive an on-screen credit. The idea is to praise both the work process and the creative end product of learning activities, and to give kids the idea that their learning, and their effort, matter.
https://www.amazines.com/article_detail.cfm/95153?articleid=95153%20-%2062k
Developing Lifelong Reading Habits in Chilren
Rating: 17
The following materials are intended to provide an introduction to developing lifelong reading habits in children. They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources.
http://www.indiana.edu/~reading/ieo/bibs/lifelongreading.html
The following materials are intended to provide an introduction to developing lifelong reading habits in children. They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources.
http://www.indiana.edu/~reading/ieo/bibs/lifelongreading.html
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