%PDF-1.4 % 39 0 obj <> endobj xref 39 10 0000000016 00000 n 0000000731 00000 n 0000000859 00000 n 0000000983 00000 n 0000001013 00000 n 0000001183 00000 n 0000001284 00000 n 0000001386 00000 n 0000005600 00000 n 0000000496 00000 n trailer <<54D5EC0EF5DE11DC9AEC000393950210>]>> startxref 0 %%EOF 48 0 obj<>stream xb```V.Ad`f`B %Fn;턼42@bL@zx9ʱ,P=CUsX§ E,fY8,ȀX*fVө8+ endstream endobj 40 0 obj<> endobj 41 0 obj<>/Encoding<>>>>> endobj 42 0 obj<> endobj 43 0 obj<>/ProcSet 47 0 R>>/Type/Page>> endobj 44 0 obj<> endobj 45 0 obj<> endobj 46 0 obj<>stream 0.25 w 2 J BT /F1 16 Tf 218.125 723.25 TD 0 Tc 0 Tw (Basic Teaching Principles)Tj ET BT /F2 12 Tf 43.375 688.25 TD (Every student has an individual learning style based on his unique set of learning strengths and weaknesses.)Tj ET BT 43.375 671.25 TD (How can teachers present information in ways that suit various learning styles? What procedures should they)Tj ET BT 43.375 654.25 TD (follow to ensure that students understand and master language arts skills? The following teaching principles)Tj ET BT 43.375 637.25 TD (are universal; they represent good pedagogy for any instruction setting, but they are particularly effective for)Tj ET BT 43.375 620.25 TD (students with learning disabilities.)Tj ET BT /F1 14 Tf 43.375 583.5 TD (Apply Multi Sensory Strategies)Tj ET BT /F2 12 Tf 43.375 549.25 TD (Multi sensory instruction means teaching that utilizes all learning modes, including visual, auditory, and)Tj ET BT 43.375 532.25 TD (tactile-kinesthetic. As early as 1936, pioneers of reading instruction for struggling readers recognized that)Tj ET BT 43.375 515.5 TD (some children could not learn to read simply by sight word methods. Anna Gillingham and her colleague)Tj ET BT 43.375 498.5 TD (Bessie Stillman developed a technique \322based upon the constant use of associations of all of the following:)Tj ET BT 43.375 481.5 TD (how a letter or word looks, how it sounds, and how the speech organs or the hand in writing feels when)Tj ET BT 43.375 464.5 TD (producing it.\323 \(GILLINGHAM AND SPILLMAN, 1956, PG. 17\). In their teaching manuals, the first edition)Tj ET BT 43.375 447.5 TD (published in 1936, Gillingham and Stillman direct teachers to provide children with numerous visual,)Tj ET BT 43.375 430.5 TD (auditory, and tactile-kinesthetic opportunities. For example, a child first sees a letter, then traces it, and says)Tj ET BT 43.375 413.5 TD (the letter name or sound \(HENRY 1998\). Beginning in the 1960\325s at the Reading Research Institute Summer)Tj ET BT 43.375 396.5 TD (Programs, and later at the Landmark School, Dr. Charles Drake trained teachers to add a kinesthetic)Tj ET BT 43.375 379.5 TD (component to instruction. He recommended having students write letters or words with their index finger on)Tj ET BT 43.375 362.5 TD (a rough surface, which he found especially useful in teaching vocabulary and correct spelling. A tactile-)Tj ET BT 43.375 345.5 TD (kinesthetic strategy \(through the use of mouth, hand and/or body\) adds a motor memory component to)Tj ET BT 43.375 328.5 TD (learning \(DRAKE ET AL 1978\).)Tj ET BT 43.375 294.5 TD (The principle of multi-sensory instruction is useful beyond simply teaching reading and spelling. It should be)Tj ET BT 43.375 277.5 TD (used to teach any information or skill. Educators should encourage students to see, hear, re-verbalize, read,)Tj ET BT 43.375 260.5 TD (copy, write, discuss, and touch what they are learning. When teachers present information, they should)Tj ET BT 43.375 243.5 TD (appeal to all three modes of learning: visual, auditory and tactile-kinesthetic \(SEDITA 1989\). Students need)Tj ET BT 43.375 226.5 TD (to be shown as well as told how to do something. Whenever possible, teachers should give an example or)Tj ET BT 43.375 209.5 TD (demonstrate skill.)Tj ET BT /F1 14 Tf 43.375 172.75 TD (Practice to the Point of Automatization)Tj ET BT /F2 12 Tf 43.375 138.5 TD (Automatization means learning a skill to the point that the student can accomplish a task with ease, speed,)Tj ET BT 43.375 121.5 TD (and little deliberate attention. Automatic reading occurs when a response to a letter, syllable or word)Tj ET BT 43.375 104.5 TD (becomes so established that the student does not have to consciously try to select an appropriate response.)Tj ET BT 43.375 87.5 TD (All common sound-letter associations, syllable recognition, and word attack skills should become automatic)Tj ET BT 43.375 70.5 TD (for good reading skills. To develop automaticity in reading, students must overlearn these basic patterns and)Tj ET BT 43.375 53.5 TD (practice them in complex words \(BRYANT, 1965\). Perfetti and Lesgold suggested a \322bottleneck theory\323 to)Tj ET endstream endobj 47 0 obj[/PDF/Text] endobj 1 0 obj<>/ProcSet 47 0 R>>/Type/Page>> endobj 2 0 obj<>stream 0.25 w BT /F2 12 Tf 43.375 727.75 TD 0 Tc 0 Tw (explain why some students appear to have reading comprehension deficits when in fact their comprehension)Tj ET BT 43.375 710.75 TD (is simply impeded because they have not automatized decoding skills. \322Poor decoding skills coupled with)Tj ET BT 43.375 693.75 TD (the limitations of working memory create in a poor reader a \322bottleneck\323 in information flow with severe)Tj ET BT 43.375 676.75 TD (repercussions for comprehension\323 \(PERFETTI AND LESGOLD, 1979\). Significant practice and time on)Tj ET BT 43.375 659.75 TD (task are crucial to achieving automatization. \(SEDITA 1978\).)Tj ET BT 43.375 625.75 TD (Automatization is not only essential to reading. Automatization is important for all language arts tasks. Every)Tj ET BT 43.375 608.75 TD (writing, spelling, comprehension, organization, and study skill should be practiced until it becomes a habit)Tj ET BT 43.375 591.75 TD (\(e.g., spelling rules and patterns, strategies for identifying and formulating main ideas, grammar and)Tj ET BT 43.375 574.75 TD (punctuation rules, sentence and paragraph structures, and study skills strategies such as note taking and)Tj ET BT 43.375 557.75 TD (summarizing\).)Tj ET BT /F1 14 Tf 43.375 521.25 TD (Micro-Unit and Structure Tasks)Tj ET BT /F2 12 Tf 43.375 487 TD (Micro-uniting, also known as task analysis, means breaking down a skill or task into a series of smaller steps)Tj ET BT 43.375 470 TD (or units. Each step is taught in turn, and then eventually combined to learn the larger skills or complete the)Tj ET BT 43.375 453 TD (larger task \(SEDITA 1978\). The hierarchical nature of language structures lend themselves quite well to)Tj ET BT 43.375 436 TD (micro-united instruction. For example, students should learn and practice each step of the decoding scope)Tj ET BT 43.375 419 TD (and sequence \(i.e., consonant and vowel sounds, consonant blends, double vowel combinations, etc.\) so they)Tj ET BT 43.375 402 TD (can eventually apply these combined decoding skills to read text.)Tj ET BT 43.375 368 TD (Often, assignments such as writing a composition or reading a text chapter can be overwhelming much in the)Tj ET BT 43.375 351 TD (same way that hiking a mountain might be to a novice hiker. When the hiker is given a trail guide that)Tj ET BT 43.375 334 TD (provides step-by-step directions and information about each part of the trail, the once formidable task)Tj ET BT 43.375 317 TD (becomes a series of manageable steps, each building upon the other. If teachers micro-unit their instruction,)Tj ET BT 43.375 300 TD (and teach students how to apply their own micro-uniting strategies to complete assignments, students will)Tj ET BT 43.375 283 TD (see a larger, overwhelming task in terms of manageable steps that they are confident they can complete)Tj ET BT 43.375 266 TD (\(SEDITA, 1989\).)Tj ET BT 43.375 232 TD (Structure is key to micro-uniting. Tutorial goals should be clear and specific. Tutorial lessons should be)Tj ET BT 43.375 215 TD (planned and presented step by step. Directions should be clear and given one at a time.)Tj ET BT /F1 14 Tf 43.375 178.5 TD (Provide Direct, Systematic Instruction)Tj ET BT /F2 12 Tf 43.375 144.25 TD (Although some students are able to intuit the structure of language and strategies for developing language)Tj ET BT 43.375 127.25 TD (arts skills, most need explicit, direct instruction in methods for reading, spelling, writing, and study skills.)Tj ET BT 43.375 110.25 TD (Instruction should be systematic, starting with the most basic element of a skill, and progressing to more)Tj ET BT 43.375 93.25 TD (advanced elements \(SEDITA, 2001\). There is a scope and sequence for learning reading, spelling, writing)Tj ET BT 43.375 76.25 TD (and study skills, and it is best to follow those sequences without skipping steps. Teachers should be careful)Tj ET BT 43.375 59.25 TD (not to make assumptions about what skills students possess. Some students may appear to have some fairly)Tj ET endstream endobj 3 0 obj<>/ArtBox[43.375 67.3691 568.523 737.722]/MediaBox[0 0 612 792]/Thumb 32 0 R/TrimBox[0.0 0.0 612.0 792.0]/Resources<>/ProcSet[/PDF/Text]/Properties<>>>/ExtGState<>>>/Type/Page/LastModified(D:20080319140015-04'00')>> endobj 4 0 obj[5 0 R 6 0 R] endobj 5 0 obj<
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