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Essay / Research Paper Abstract
A 4 page research paper/essay that discusses instructional beliefs pertaining to interactive and humanistic models for teaching reading. Within the context of humanistic learning principles, instructional beliefs hinge on the perspective that it is learners that construct their own meanings (Hedberg and Harper). Therefore, it is crucial that teachers match reading instruction to the “specific needs of the students” (Atkinson, et al 158). Bibliography lists 5 sources.
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4 pages (~225 words per page)
File: D0_khibr.rtf
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account the fact that the student is an active participant in the learning process (Hedberg and Harper). Within the context of humanistic learning principles, instructional beliefs hinge on the perspective
that it is learners that construct their own meanings (Hedberg and Harper). Therefore, it is crucial that teachers match reading instruction to the "specific needs of the students" (Atkinson, et
al 158). The following discussion focuses on the importance of instructional beliefs and how teacher support for interactive and humanistic models of instruction can serve to shape the classroom environment
and promote effective learning. For example, many children suffer from learning disabilities. For these students, it is advantageous to include multi-sensory methods of instruction, such as the inclusion of
reading that is "to, with and by" students (Atkinson, et al 158). This phrase refers to various forms of instructional grouping. Reutzel and Cooter, in their text on reading, stress
that it is important to employ both "product and process," that is assessment should document the progress of students in reading across the course of the academic year (Atkinson, et
al 158). By charting progress, teachers are prepared to modify reading instruction and strategies to meet the need of individual students. While there is no one single approach
to teaching reading that works best for all students, research indicates that there are factors in the instructional setting that should be considered (Schmidt, Rozendal and Greenman 130). One study
reviewed fifty years of educational research and determined that contextual factors, such as "teacher beliefs, classroom climate, (and) instructional grouping," affected student achievement as much as student-dependent characteristics, such as
aptitude (Schmidt, Rozendal and Greenman 130). In other words, the beliefs that the teacher holds towards literacy, the processes involved and instruction serve to mold the classroom environment and affect
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