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Jomo Kenyatta University of Agriculture and Technology *
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524
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Communications
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Nov 24, 2024
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docx
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a. Different problems students may face while reading instructions. Another challenge associated
with direction is using complex jargon and language—confusing students' understanding due to
unfamiliar terms or complex sentence construction. Misunderstanding could occur due to wrong-
quality instructions like vague words, for instance. The National Reading Panel has specified the
following five components of reading: phonemic awareness, phonics, fluency, vocabulary, and
reading comprehension. These collectively form a composite of a student's reading decoding
skills.
b. Readings assessment is essential to find out struggling students and measure their reactions to
intervention at this point. Included among these are phonemic awareness, reading fluency, and
reading comprehension. The educators assess the challenges the learner is facing through the
available data and suggest possible solutions. Regular assessment allows for monitoring of
student success during each stage. Teachers can review and change their strategies as needed.
c. Such instances could be unsuccessful ideas generation, disorientation of thought processes,
and disjoint presentation of ideas. Also, there is a need to upgrade such minor skills as spelling,
punctuation, and even handwriting. These are features that should be determined in order to
provide specific assistance.
d. These kinds of writing assessments can help identify learners with difficulties and assess the
effectiveness of interventions. The evaluation entails reviewing if a student is able to imagine,
list, and articulate clearly with precision and consistent grammar. Through continuous
evaluation, teachers can assess progress and reasonably choose appropriate intervention
strategies.
e. Reflection: The five critical concepts for teaching students with disabilities how to read and
write include using multi-sensory approaches, providing explicit phonics instruction, developing
language vocabularies, implementing individualized therapy intervention, and incorporating
technology-aided learning. They are crucial because they take into account various student needs
and have been created using actual data concerning literacy instruction (Bryant, 2018; Vaughn et
al., 2006). However, their observations show that teaching students how to read and write
necessitates diverse guidance and exceptional attention to each student.
References:
- Bryant, P. (2018). Teaching children with learning disability to read. SAGE Publications.
- Vaughn, S., et al. (2006). Reading Comprehension Interventions for Students with Learning
Disabilities: A Synthesis of Research. Journal of Learning Disabilities, 39(5), p. 427-443.
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