Journal Review on Teaching Students Experiencing Difficulties in Learning: Information for Teachers of Languages
A Journal Review On
Teaching Students Experiencing Difficulties in Learning: Information for Teachers of Languages
by:
Josie Sanchez Gerarcas
2012-2013
Introduction
“Success is dependent on educational programming that is suited to the student’s individual strengths, needs, and learning characteristics.”
“Learning Disabilities” refer to a number of disorders that may affect the acquisition, organization, retention, understanding, or use of verbal or non-verbal information. These disorders affect learning in individuals who otherwise demonstrate at least average abilities essential for thinking and/or reasoning.
As such, learning disabilities are distinct from global intellectual deficiency. Learning disabilities result from difficulties in one or more processes related to perceiving, thinking, remembering, or learning. These include, but are not limited to, language processing, phonological processing, visual spatial processing, processing speed, memory and attention, and executive functions (e.g., planning and decision-making). Adapted from Learning Disabilities Association of Canada (LDAC), 2002
Students with learning difficulties comprise the largest group of students with special needs attending in many schools now days. For many students, these problems are (relatively) minor and temporary.
On the other hand, for many teachers, continued scaffolding and instructional support are sufficient to help them gain the needed skills to comprehend text and communicate through the written word. Yet for others, more complex factors are at work. Proficient reading and writing skills are critical to success. If students are not competent readers, they are at risk for academic, behavioral, social and emotional difficulties. Students with learning disabilities have the potential to be successful academically and socially. Teachers can change the trajectory for children at risk for failure in reading by intervening early and providing explicit,
Teaching Students Experiencing Difficulties in Learning: Information for Teachers of Languages
by:
Josie Sanchez Gerarcas
2012-2013
Introduction
“Success is dependent on educational programming that is suited to the student’s individual strengths, needs, and learning characteristics.”
“Learning Disabilities” refer to a number of disorders that may affect the acquisition, organization, retention, understanding, or use of verbal or non-verbal information. These disorders affect learning in individuals who otherwise demonstrate at least average abilities essential for thinking and/or reasoning.
As such, learning disabilities are distinct from global intellectual deficiency. Learning disabilities result from difficulties in one or more processes related to perceiving, thinking, remembering, or learning. These include, but are not limited to, language processing, phonological processing, visual spatial processing, processing speed, memory and attention, and executive functions (e.g., planning and decision-making). Adapted from Learning Disabilities Association of Canada (LDAC), 2002
Students with learning difficulties comprise the largest group of students with special needs attending in many schools now days. For many students, these problems are (relatively) minor and temporary.
On the other hand, for many teachers, continued scaffolding and instructional support are sufficient to help them gain the needed skills to comprehend text and communicate through the written word. Yet for others, more complex factors are at work. Proficient reading and writing skills are critical to success. If students are not competent readers, they are at risk for academic, behavioral, social and emotional difficulties. Students with learning disabilities have the potential to be successful academically and socially. Teachers can change the trajectory for children at risk for failure in reading by intervening early and providing explicit,