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Solari, Emily J.; Denton, Carolyn A.; Haring, Christa – TEACHING Exceptional Children, 2017
Struggling readers who are in need of Tier 2 supplemental reading instruction within a multitier system of support (MTSS) or a response to intervention are defined as those who are performing in the bottom 20% in reading-related skills as compared with their classroom peers. An MTSS model is a framework for instruction that provides increasing…
Descriptors: Grade 1, Elementary School Students, Reading Difficulties, Special Needs Students
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Simpson, Lisa A.; Oh, Kevin – TEACHING Exceptional Children, 2013
Assistive technology enables young children with disabilities to more effectively access their environment, facilitating the development of social-emotional, communicative, and cognitive skills. Research indicates that when service providers make decisions about assistive technology, they are more likely to choose low-tech options over high-tech…
Descriptors: Assistive Technology, Books, Teaching Methods, Group Instruction
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Allor, Jill H.; Mathes, Patricia G.; Jones, Francesca G.; Champlin, Tammi M.; Cheatham, Jennifer P. – TEACHING Exceptional Children, 2010
Jacob, Bart, and Carl are children with intellectual disabilities (ID; i.e., mental retardation) who experience significant difficulty in learning to read. In the past, most research about reading methods for students with ID focused on teaching students to memorize sight words, a method that is clearly effective. Memorization of sight words is…
Descriptors: Phonics, Mental Retardation, Sight Vocabulary, Phonemic Awareness
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Marchand-Martella, Nancy E.; Ruby, Susan F.; Martella, Ronald C. – TEACHING Exceptional Children Plus, 2007
Response to Intervention (RTI) provides a challenge for schools to deliver appropriate and scientifically validated reading instruction to all students through a three-tier model. While many educators recognize the need for a strong core-reading program (Tier 1), interventions for Tier 2 and Tier 3 students remain more difficult to implement. We…
Descriptors: Reading Difficulties, Intervention, Reading, Reading Programs
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Cahill, Susan M. – TEACHING Exceptional Children Plus, 2006
This article presents a case description of collaboration between an occupational therapist and a general education teacher to develop an effective classroom management system. The classroom management system described here was based on the Alert Program for Self-regulation: How Does Your Engine Run? In addition, the case description provides a…
Descriptors: Classroom Techniques, Student Behavior, Occupational Therapy, Classroom Environment
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Ritchey, Kristen D. – TEACHING Exceptional Children, 2006
Teachers now have a wide range of tools to help assess the beginning reading performance of kindergarten and first-grade children. However, validated procedures for assessing the beginning writing skills of kindergarten and first-grade children are less widely available. Learning to write, like learning to read, is a complex task. The ability to…
Descriptors: Writing Difficulties, Letters (Correspondence), Beginning Writing, Spelling