Here is the synopsis of our sample research paper on Response to Intervention for School-age Children with Phonemic Awareness Deficits. Have the paper e-mailed to you 24/7/365.
Essay / Research Paper Abstract
This 10 page paper provides an overview of the use of response to intervention (RTI) for school-age children with
Phonemic Awareness deficits. Bibliography lists 8 sources
Page Count:
10 pages (~225 words per page)
File: MH11_MHrtilearnd.doc
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Unformatted sample text from the term paper:
demonstrate problems in reading skill acquisition and literacy learning. As a result, early RTI strategies have been proposed to improving phonemic awareness as a foundation for learning in many
other content areas. Researchers have recognized that children with specific language impairments often lack phonemic awareness and this can result in subsequent problems of comprehension defects, which can impact
student motivation to read (Anderson, 2007). It is evident that there are a number of methods, including flexible grouping, student choice, and self-selected reading processes that could enhance outcomes
for learners (Anderson, 2007). At the same time, early RTI strategies have also come into play as a means of enhancing learner process and integrating methods to improve phonemic
awareness to enhance literacy. In assessing the process of utilizing RTI as a method of differentiated instruction for learners with deficits, it is necessary to consider the basis
of RTI, the specific types of RTI-based instruction, and the assessment of the tiered approach. Specifically, relating the specific RTI tier that would be most beneficial for children with
phonemic awareness issues should be based on the achievement of the most successful outcomes for students. Introducing RTI RTI can be
designed to address those limitations or factors that influence the acquisition of literacy skills. The premise behind RTI is that children in general education classrooms can be instructed using
a number of different techniques to mediate for potential learning disabilities or literacy issues. RTI is introduced in alignment with an assessment process and related in regards to suspected
or potential weaknesses, as in the case of phonemic awareness deficits. The process is built on a tiered approach in which skill development is expected to enhance through the
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