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ERIC Clearinghouse on Disabilities And Gifted Education
Contents
Overview
Definition
Classification and Identification
Suggested Interventions
Resources for Teachers
Forums
Learning and Other Disabilities
Education and Kids
Related Articles
Atypical Brain Activity Detected In People With Dyslexia
Learning Strengths in the Midst of Learning Disabilities
General Information about Learning Disabilities
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Suggested Interventions
- Teach metacognitive strategies. Teach children similarities
and differences between speech sounds and visual patterns across
words.
- Provide direct instruction in language analysis and the
alphabetic code. Give explicit instruction in segmenting and blending
speech sounds. Teach children to process progressively larger chunks
of words.
- Use techniques that make phonemes more concrete. For example,
phonemes and syllables can be represented with blocks where children
can be taught how to add, omit, substitute, and rearrange phonemes in
words.
- Make the usefulness of metacognitive skills explicit in
reading. Have children practice them. Try modeling skills in various
reading contexts. Review previous reading lessons and relate to
current lessons.
- Discuss the specific purposes and goals of each reading
lesson. Teach children how metacognitive skills should be applied.
- Provide regular practice with reading materials that are
contextually meaningful. Include many words that children can decode.
Using books that contain many words children cannot decode may lead to
frustration and guessing, which is counterproductive.
- Teach for automaticity. As basic decoding skills are
mastered, regularly expose children to decodable words so that these
words become automatically accessible. As a core sight vocabulary is
acquired, expose children to more irregular words to increase reading
accuracy. Reading-while-listening and repeated reading are useful
techniques for developing fluency.
- Teach for comprehension. Try introducing conceptually
important vocabulary prior to initial reading and have children retell
the story and answer questions regarding implicit and explicit
content. Teach children the main components of most stories (i.e.,
character, setting, etc.) and how to identify and use these components
to help them remember the story.
- Teach reading and spelling in conjunction. Teach children the
relationship between spelling and reading and how to correctly spell
the words they read.
- Provide positive explicit and corrective feedback. Reinforce
attempts as well as successes. Direct instruction and teacher-child
interactions should be emphasized.
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Resources for Teachers
Adams, M. J. (1990). Beginning reading instruction in the United
States. ERIC Digest. Reston, VA: ERIC Clearinghouse on Disabilities
and Gifted Education. ED321250
Bradey, S., & Shankweller, D. (Eds.) (1991). Phonological processes
in literacy. Mahwah, NJ: Lawrence Erlbaum Associates.
Lyon, G. R., Gray, D. B., Kavanagh, J. F., & Krasnegor, N. A. (Eds.)
(1995). Better understanding learning disabilities: New views from
research and their implications for education and public policies.
Baltimore: Paul H. Brookes Publishing Company.
Stahl, S. A. (1990). Beginning to read: Thinking and learning about
print: A summary. Cambridge, MA: University of Illinois Center for
the Study of Reading. ED315740
Wong, B. Y. L. (1991). Learning about learning disabilities. San
Diego: Academic Press.
Associations
Division for Learning Disabilities (DLD)
The Council for Exceptional Children
1920 Association Drive
Reston, VA 22091
703/620-3660
Learning Disabilities Association (LDA)
4156 Library Road
Pittsburgh, PA 15234
412/341-1515
National Adult Literacy & Learning Disabilities (ALLD) Center
Academy for Educational Development
1875 Connecticut Avenue, NW
Washington, DC 20009
202/884-8185
National Center for Learning Disabilities (NCLD)
99 Park Avenue, 6th Floor
New York, NY 10016
212/687-7211
Orton Dyslexia Society
724 York Road
Baltimore, MD 21204
800/222-3123
Electronic Resources
Digests published by the ERIC Clearinghouse on Disabilities and Gifted
Education are available for downloading or online reading on the
AskERIC Virtual Library (ericir.syr.edu).
The following Internet sites provide additional information on
students with disabilities:
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Gopher sites: | gopher sjuvm.stjohns.edu
St. John's University
Electronic Rehabilitation Resource Center
gopher hawking.u.washington.edu
University of Washington |
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Listservs: | |
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LD-List |
Learning disability information exchange
Address: majordomo@curry.edu
Post to: ld-list@curry.edu |
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SPEDTALK |
Current issues in special education;
professionally oriented
Address: majordomo@virginia.edu
Message: subscribe spedtalk |
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your-full-email-address |
Post to: spedtalk@virginia.edu |
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SPCEDS-L |
Special education students list
Address: listserv@ubvm.bitnet
Post to: spceds-l@ubvm.bitnet
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Credits
THE ERIC CLEARINGHOUSE ON DISABILITIES AND GIFTED EDUCATION
The Council for Exceptional Children
1920 Association Drive
Reston, VA 22091
ERIC EC Digest #E539
August 1995
From Frost, J. A., & Emery, M. J. (1995). Academic interventions for
dyslexic children with phonological core deficits: Handout for
teachers. Communique, 23(6). National Association of School
Psychologists, Silver Spring, MD. Adapted by permission.
This publication was prepared with funding from the Office of
Educational Research and Improvement, U.S. Department of Education,
under contract no. RR93002005. The opinions expressed in this report
do not necessarily reflect the positions or policies of OERI or the
Department of Education.
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