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Essay / Research Paper Abstract
A 5 page paper that discusses a plan for teaching reading to 8th grade special education students. The writer begins with the challenges for the teacher, such as student attitude, and how to approach the issues. The Wilson Reading System is explains and recommended. The writer comments on how the teacher would evaluate their plan. Bibliography lists 3 sources.
Page Count:
5 pages (~225 words per page)
File: MM12_PGrdsp8.rtf
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Unformatted sample text from the term paper:
who have been struggling with literacy skills (reading and writing) throughout their formal education years have developed very negative attitudes about these subjects (Feldman, 2003). By the 8th grade, they
are tired of the low grades, the inability to read and the inability to understand what they read. They are ready to give up and just forget about ever becoming
better readers. Of course, since all their academic subjects require reading long before the 8th grade, they are giving up on learning anything. It is even worse if they have
been identified as special education throughout their school lives. At this level, they hold no hope of every achieving in any academic pursuit. A second problem is about each students
specific reading deficits. These range from decoding words to comprehending what is read. This will differ by student, which is why an individualized program is so important. The third problem
has to do with accommodations (Feldman, 2003). Accommodations have been made throughout the students life. In fact, for students identified as having learning disabilities in middle and high school, their
entire education program is focused on accommodations (Feldman, 2003). The focus needs to be on closing the literacy gap that exists between these students and the rest of the class
and/or accelerating literacy skills (Feldman, 2003). When accommodations are the focus, the message is that the adults around have given up on that student ever becoming a better reader (Feldman,
2003). At this level, it is important for the teacher to develop a partnership with the student (Feldman, 2003). The teacher needs to persuade this young adolescent that reading instruction
is not something that is done to the student, it is something done with the student (Feldman, 2003). Students need to know what exactly is going on, specifically what can
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