School Help: A Teacher and Tutor Guide to Help the Older Student with Limited Word Reading Fluency/NEW!

Here are the table of contents and some background information from my book School Help: A Teacher and Tutor Guide to Help the Older Student with Limited Word Reading Fluency.
Contents

Background

Cue System One: Phonological Knowledge

Cue System Two: Decoding

Cue System Three: Sight Vocabulary

Cue System Four: Morphological Knowledge

Cue System Five: Pattern Recognition

Cue System Six: Finding Smaller Words

Cue System Seven: Structural Analysis

Cue System Eight: Semantic Knowledge

Cue System Nine: Syntactic Analysis

Concluding Comments

About the Author
Background

Older students with limited word pronunciation, or limited reading decoding, lack knowledge in strategy using, revealing little or no understanding that different words require different word attack strategies. When they try to strategize, these children are inflexible in the decoding strategy they use, on most occasions, using the same reading decoding strategy for all kinds of words (e.g. a letter-sound strategy or phonics). In addition, even when the student understands that there are different decoding strategies, he or she lacks understanding of when to use a particular strategy. To overcome a word-reading problem in an older student, teachers and tutors need to teach explicitly strategy using or cue systems. It is not enough to train the struggling reader in a letter-sound strategy, because older students will find in their readings many longer words with weak sound-symbol matching. Teachers and tutors need to prepare the student in word identification strategies that include all of the cue systems available to readers to be able to identify longer words fast and to pronounce longer words fluently, that is, without hesitation. In other words, an effective word reading remediation program must include training in the entire cue systems that follow.
This book is now available on Amazon.





A Call to All Teachers:

Proudly announcing our new group for educators worldwide, “We Teach the World.” Our aim is to connect teachers and related school personnel all over the world, so that we can share much-needed ideas, strategies, and lesson plans as well as all kinds of resources in classroom management and in student discipline. Coordinating our effort worldwide, we can tell each other where to find important resources and information. If you administer a teaching blog or have created educational resources to facilitate our job, you are welcome to share them here. As long as they contribute to education, we want to know of your business. Teachers with questions, post them here; mentors and seasoned teachers, your valuable experience and unique perspective matter to us, so make your voices heard. Because isolated, we teachers are imaginative, resourceful and resilient, but connected, connected we are imaginative, resourceful, resilient AND powerful. To join us, click on, “We Teach the World.”

Comments

Post a Comment

Popular posts from this blog

Improving Children's Compliance- Part 2: Mastering the Alpha Command

Image
On my last blog post, “ Improving Children’s Compliance- Part 1: Kinds of Commands ,” we learned about the three most common kinds of commands: the initiating command, the terminating command, and the mixed command. With an initiating command , we start behavior; with the terminating command , we end behavior. The mixed command aims at, first, terminating the behavior that we do not want, and then start a new behavior, or initiate the specific behavior that we want. (To read this blog post in full, click on the link at the bottom.) Another way in which we can analyze commands is in terms of both their efficiency and compliance rate; most specifically, distinguishing between the beta command and the alpha command . Details of each kind of command follow. Forehand and McMahon developed a list of five beta commands , or commands with lower efficiency and reduced compliance, that is still relevant today (As presented on Walker and Walker, 1991): 1.       ...
Read more

What is Psycho-Education?

Image
In the broader sense, psycho-education refers to the education given to people who are living with emotional disturbances. The rationale behind a psycho-educational approach is that, with a clear understanding of the mental condition, and self-knowledge of own strengths, community resources, and coping skills, the individual is better equipped to deal with the problem and to contribute to his or her own emotional well-being. The core psycho-educational principle is education has a role in emotional and behavioral change . With an improved understanding of the causes and effects of the problem, psycho-education broadens the person’s perception and interpretation of the problem, and this refined view positively influences the individual’s emotions and behavior. Consequently, improved awareness of causes and effects leads to improved self-efficacy (the person believing that he is able to manage the situation), and improved self-efficacy leads to better self-control. In other words, the ...
Read more

Helping the Unfocused Mind: Teaching Strategies for Students Having Difficulty Getting and Maintaining Attention

Image
As Levine (2002) states, attention is the brain’s manager, including a complicated network of controls that regulate most of the processes involved in learning and behavior. Levine, an authority in brain research and founder of "All Kinds of Minds", adds that attention does not accomplish anything on its own, but rather it helps the brain determine what to do, when, and for how long. Children who struggle paying attention in the classroom, also known as children with short attention span and/or inattentive students, frequently exhibit problem behaviors such as: •Distracted by background stimuli (irrelevant visual, auditory, and/or tactile stimuli) •Shifting from one uncompleted task to another task that is also left unfinished •Losing and/or misplacing the books and materials necessary for completing the task; forgetful •Do not pay attention to details, and due to this, they make careless mistakes •Do not seem to listen •Difficulty organizing tasks (what comes first, ne...
Read more