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Essay / Research Paper Abstract
A 3 page paper. The student is a third grade ADHD student who has poor word attack skills and poor sight vocabulary. The writer discusses some techniques for helping this student, including comments on two reading programs. Bibliography lists 6 sources.
Page Count:
3 pages (~225 words per page)
File: ME12_PGadhdr9.rtf
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Unformatted sample text from the term paper:
seconds long. These students generally have a great deal of trouble organizing anything. And, like all other children, they have different learning styles so what works for one student may
not work for another. The initial tips for a teacher of a Third Grade ADHD student are to keep up a quick pace and to provide multi-sensory experiences for
the child (ADD ADHD in School, 2009). That does not mean to speed along at a rate the child cannot keep up with but to keep the lesson moving along.
It does mean to present the material in different modes simultaneously, e.g., visual and auditory clues at the same time. However, there should not be so much stimuli that the
child is distracted by it (ADD ADHD in School, 2009). Many of these children need a lot of hands-on activities to understand what is being taught (ADD ADHD in
School, 2009). As an example, a teacher can present vocabulary words as pictures while verbally spelling out the word for the child. The symptoms exhibited by this hypothetical 3rd
Grade ADHD student, poor word attack and poor sight vocabulary skills, are not confined to ADHD students. Torgesen (2008) pointed out that these are the symptoms of most poor readers.
These deficits keep intensifying as vocabulary becomes more and more difficult with each passing grade. By the time a student is at the end of the elementary school years, their
reading comprehension is severely compromised (Torgesen, 2008). Reading Recovery is one program the teacher can use with this student. Although the program is intended for first-graders, it could be
used with a 3rd Grade ADHD student who has significant word attack and sight vocabulary problems. Numerous studies have found that students catch up in phonemic awareness, e.g., work attack
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