Last edited by Kazijin
Monday, July 20, 2020 | History

5 edition of Guidelines to teaching remedial reading to the disadvantaged found in the catalog.

Guidelines to teaching remedial reading to the disadvantaged

Lillie Pope

Guidelines to teaching remedial reading to the disadvantaged

by Lillie Pope

  • 18 Want to read
  • 4 Currently reading

Published by Book-Lab .
Written in English

    Subjects:
  • Compensatory education,
  • Reading,
  • Remedial teaching

  • The Physical Object
    FormatUnknown Binding
    Number of Pages125
    ID Numbers
    Open LibraryOL11164819M
    ISBN 100875940005
    ISBN 109780875940007
    OCLC/WorldCa2781561

    Guidelines Box 11 "Guidelines To Teaching Remedial Reading To the Disadvantaged" / Pope, Lillie Box Hawaii: HEW (U. S. Department of Health Education and Welfare) Box General Box Program Reports Box Proposal Box researchers on reading, remedial reading, and special education, this collection describes multiple models of innovative summer reading and book distribution initiatives. It also provides research-based guidelines for planning a successful summer reading program, including tips on book selection, distribution methods.

    TITLE Reading Laboratory: Remedial Reading Laboratory. Project, Fender County, North Carolina; A Program Using Reading Teachers and Teacher Assistants to Help Disadvantaged Children Overcome Their Reading. Deficiencies. INSTITUTION North Carolina State Dept. of Public Instruction, Raleigh. Div. of Compensatory Education. PUB DATE. Apr NOTE. on, even with the help of remedial teaching, and finally read a book. teachers currently teaching reading in the foundation phase, indicated a need for further training in this regard.

    An alternative is to reduce class size just during the time set aside for reading, either by providing additional reading teachers during reading periods or by having certified teachers who have other functions most of the day (e.g., tutors, librarians, or special education teachers) teach a reading class during a common reading period. ten guidelines for teachers of disadvantaged students with reading problems are suggested--(1) proceed on the assumption that the student is capable of reading improvement and creative thinking, (2) use reading materials at or slightly below his instructional level, (3) choose selections that deal with people and situations he can identify with, and give brief and well-motivated assignments.


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Guidelines to teaching remedial reading to the disadvantaged by Lillie Pope Download PDF EPUB FB2

OCLC Number: Notes: Second ed. () has title: Guidelines to teaching remedial reading. Description: pages illustrations 26 cm. Additional Physical Format: Online version: Pope, Lillie. Guidelines to teaching remedial reading to the disadvantaged.

Brooklyn: Book-Lab, ISBN: OCLC Number: Notes: Originally published in under title: Guidelines to teaching remedial reading to the disadvantaged. Guidelines to Teaching Remedial Reading to the Disadvantaged.

Pope, Lillie This manual for nonprofessional tutors in remedial reading programs outside of the established educational structure deals with specific techniques needed for teaching children, adolescents, and adults to read. Guidelines to Teaching Remedial Reading, 2nd Edition Revised Edition by Lillie Pope (Author) › Visit Amazon's Lillie Pope Page.

Find all the books, read about the author, and more. See search results for this author. Are you an author. Learn about Author Central. Lillie. 3. Reading Remediation for Struggling Early Readers Reading print is not a natural biologic process and is a complex process, which requires looking at man-made, arbitrary black letters and words, and matching that written code with our spoken language.

To read proficiently one needs to use the brain s natural system for processing sound. Teaching can be done in small groups or for individual. If necessary, remedial teachers, other teachers, student guidance officers/teachers, parents and pupils alike are to participate in designing the programme.

Remedial teachers hold meetings regularly to evaluate the effectiveness of work and gather opinions for refinement. Reading development involves the participation of children, parents, edu-cators and the community as a whole. is manual was developed to assist t eachers in teaching reading at the primary school level.

It is intended to help teachers create an educational vision for ensuring reading abilities and develop an. A high-low reading list is a very good resource to help find books that students will be interested in. Reading magazines and newspapers are also great as they have many short articles, but make students feel grown-up.

Reading aloud is a great thing to do, though. practicing in the Remedial Reading Drills. DIRECTIONS FOR REMEDIAL INSTRUCTION The following directions are given to aid the teacher in the use of the Remedial Reading Drills and supplementary exercises: 1.

Always Begin with Drill 1. After the initial training period the child should be ready for Drill 1. Allow the child to read this drill at. ISBN: OCLC Number: Description: pages: illustrations ; 23 cm: Other Titles: Teaching remedial reading Remedial reading. "Guidelines to Teaching Remedial a highly practical, step-by-step guide for those who al reading courses." -- Jo M.

Stanchfield in Reading Teacher "This book is a valuable resource for both the professional and lay population on reading and the reading : Lillie Pope. Books. Guidelines for Teaching Remedial Reading to the Disadvantaged (Book-Lab, ) Psycho-Educational Evaluation of the Pre-School Child (Grune and Stratton,) (also in Spanish and Italian) Tutor’s Sampler (Book-Lab, ) Issues in Urban Education and Mental Health (Book-Lab, ) Pope-Dinola Word Bank (New Directions Press, ).

Guidelines to teaching remedial reading [Pope, Lillie] on *FREE* shipping on qualifying offers. Guidelines to teaching remedial reading. Ten Guidelines for Teaching the Disadvantaged Sidney J. Rauch TT IS NOT MY PURPOSE to identify, define, or describe the matter how we define "remedial" (either in terms of intellectual Tactics in Reading, Books I and II, Scott, Foresman and Co.

Teen-Age Tales, Books I-VI, D. Heath Sc Co. Remedial reading is an extremely important class for children who are struggling with reading. Because these children have difficulty reading, they generally do not like it.

To reach these students. The 14 units of the book describe 87 strategies and practices, including guided reading, the directed reading activity, book clubs, Reading Recovery, word study, patterned language approach. For years, the field of reading education has been engaged in thinking about best practices.

Explicit instruction in vocabulary, rereading and using digital textbooks to motivate children's reading are among some of these updated best practices. Those in the reading community are urged to consider best practices, and how we may promote their uses, with high fidelity in classroom instruction.

to early reading success (NRP, ; Simmons and Kame’enui, ). In addition to “what”to teach or the big ideas of beginning reading, this book uses validated principles of instructional design to illustrate how to effectively teach students with dyslexia how to read.

Critical skills are. Advantages of remedial teaching include improving learning skills or rectifying classroom problem areas. Remedial teaching involves individualized or group teaching of. Reading books to help us learn and understand and makes us smarter, not to mention the knowledge, vocabulary and thinking skills we develop.

Remedial Reading Strategies For Elementary Students” Jackie vasquez J at pm Please send the module of grade 1, grade 2, grade 3 .Teaching reading and writing at foundation level 22 Difficulties of reading and writing 23 The teacher’s pedagogical content knowledge 27 Ways to teach English that delivers outstanding results 29 Teaching strategies for reading and writing 32 Chapter 6, "Appropriate Books for Remedial Teaching," suggests controlled vocabulary series and helpful bibliographies.

Finally, Chapter 7, "Evaluation and Referral," offers guidelines for deciding when to refer children for professional help and suggestions for places the volunteer can turn to in his own community. (HS).