By Deborah C. Simmons, Edward J. Kameenui
The aim of this booklet is to speak findings of a learn synthesis investigating the bases of analyzing failure and the curricular and educational fundamentals to aid advisor the layout and development of kid's interpreting functionality. The synthesis--completed through the nationwide heart to enhance the instruments of Educators (NCITE) and backed through the U.S. division of Education's place of work of distinct schooling Programs--was performed as a part of NCITE's challenge to enhance the standard of academic instruments that principally form perform in American schools.
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Additional resources for What Reading Research Tells Us About Children With Diverse Learning Needs: Bases and Basics
Kameenui and Carnine (1989) identified four critical dimensions of judicious review: (a) sufficient to enable a student to perform the task without hesitation, (b) distributed over time, (c) cumulative with less complex information integrated into more complex tasks, and (d) varied to illustrate the wide application of a student’s understanding of the information. So how does a teacher select information for review, schedule review to ensure retention, and design activities to extend a learner’s understanding of the skills, concepts, or strategies?
Workforce. S society in general will be greatly challenged to develop competitive knowledgeable workers. Particularly challenged will be those students we refer to as diverse learners; that is, those children who by virtue of their instructional, socioeconomic, experiential, physiological, and neurological characteristics bring different and oftentimes additional requirements to instruction and curriculum. Children with diverse learning needs reflect the range of inter- and intraindividual differences that are prevalent in all learners.
Word Recognition: Research Bases David J. Chard, Deborah C. Simmons, and Edward J. Kameenui 7. Word Recognition: Instructional and Curricular Basics and Implications David J. Chard, Deborah C. Simmons, and Edward J. Kameenui 8. Vocabulary Acquisition: Research Bases Scott K. Baker, Deborah C. Simmons, and Edward J. Kameenui 9. Vocabulary Acquisition: Instructional and Curricular Basics and Implications Scott K. Baker, Deborah C. Simmons, and Edward J. Kameenui 10. Text Organization: Research Bases Shirley V.