READING DIFFICULTIES AND ITS RELATION TO THE ACADEMIC PERFORMANCE OF GRADE TWO PUPILS CRISDEAN C. TUMPAG JENNY C. NECESITO SUBMITTED TO THE ADMINISTRATION FACULTY AND STAFF OF THE CENTRAL PHILIPPINES STATE UNIVERSITY IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE DEGREE BACHELOR OF ELEMENTARY EDUCATION BEED JUNE 2013 CHAPTER I INTRODUCTION The key to learning is better reading skills. But this reading skill need not be confined to English only. The ability to read and write
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opportunities. A strong foundation in reading and linguistics is a key factor in children’s academic development and future opportunities. As a result‚ a great deal of time‚ money‚ and energy has been invested in designing programs that focus on developing children’s knowledge and use of the English language in order to provide them with this necessary educational foundation.
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find age appropriate literacy programs that meet these students emergent literacy needs to develop functional literacy skills. The propositions of the above theories suggest using visuals (pictures combined with text) to develop communication and reading skills using whole language (Goodman & King‚ 1990). The theories are also imbedded in technology using multi-media (visuals combined with animation and sound) to enhance literacy learning at student individual pace‚ easily enlarge text for students
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children with ASD‚ so too is the acquisition of academic skills. Professionals usually suggest that skills in reading be taught but rarely mention exactly how to go about teaching reading to children with ASD. Teachers and paraprofessionals wonder: How? What do I use? What does it look like? What are the steps? Implementing Oelwein’s Methodology In the fall of 1995‚ I read Teaching Reading to Children with Down Syndrome: A Guide for Parents and Teachers‚ by Patricia Oelwein. Many children who have
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tas.gov.au/English/accont.htmBowles‚ C. (1997). Surfing Mr Petrovic. Ringwood: Puffin Books. Campbell‚ R & Green‚ D. (Eds.)(2006). Literacies and learners: current perspectives. (3rd edn). Frenchs Forest‚ NSW: Pearson Education Australia. Direct Reading Thinking Activity. (2007). Especially for Teachers. English Learning Area. Department of Education‚ Tasmania‚ School Education Division. Retrieved 3 February‚ 2008‚ from http://wwwfp.education.tas.gov.au/english/DRTA.htmElements of an English Program:
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Education Press. Not for sale‚ reproduction‚ or distribution. The Reading for Meaning Thoughtful Education Guide to Copyright © 2009 by Thoughtful Education Press. Not for sale‚ reproduction‚ or distribution. To Richard Your voice and wisdom are everywhere— in our hearts‚ in our minds‚ in this book. Copyright © 2009 by Thoughtful Education Press. Not for sale‚ reproduction‚ or distribution. The Reading for Meaning Thoughtful Education Guide to Harvey F. Elizabeth C
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for literacy development. Literacy development is comparable skills of writing‚ reading and speaking and listening. These all link and help the children to develop in literacy. The aims of literacy are to develop children’s abilities to speak‚ listen‚ read and write for a wide variety of purposes. It allows children to express themselves creatively and imaginatively‚ within my setting we have the aims for writing‚ reading and speaking and listening within our English and Literacy Policy. Literacy development
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The Importance Of Accuracy And Fluency English Language Essay Accuracy and fluency are two key components of second language acquisition. In today’s world‚ it seems that learning the usage of grammar and focusing on accuracy are emphasized by many language students over fluency. This topic of accuracy and fluency has been a controversial issue that has been discussed for many years. Although some formalists argue that learning a language means learning forms and rules‚ some activists take a
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field. With its emphasis on a socioliterate approach to reading and literacy‚ it nicely captures the prevailing view of academic literacy instruction. Its extremely skillful and well-developed balancing act between theory and practice allows it to appeal to a wide variety of readers. Pre- and in-service teachers‚ in particular‚ will benefit immensely.” Alan Hirvela‚ The Ohio State University “A compendium like this that addresses reading issues at a variety of levels and in a variety of ways
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