Grappling with the Gaps

Ω

Grappling with the Gaps identifies current gaps in the research on the education of children and youth in the foster care system based on interviews with twelve nationally recognized experts in education and child welfare.

You have read this article with the title . You can bookmark this page URL https://universosportinguista.blogspot.com/2010/07/grappling-with-gaps.html. Thanks!

Ready to Succeed in the Classroom

Ω

Ready to Succeed in the Classroom brings forward the voices of experienced classroom teachers. In the fall of 2009, a team from the Center for the Future of Teaching and Learning convened six discussion groups to explore how teachers work with children and youth in the foster care system in the classroom. These discussions produced ideas, advice, strategies, and “wish lists” that went far beyond the classroom. Specific classroom strategies and tips are included in the summary report for teachers. Ideas about how schools, districts, and communities can better meet the needs of these children and youth are summarized in discussion cards specific to each respective group. Each document stands alone or can be read with others.

You have read this article with the title . You can bookmark this page URL https://universosportinguista.blogspot.com/2010/07/ready-to-succeed-in-classroom.html. Thanks!

Eight New WWC Reports Focus on Multisensory Programs for Students with Learning Disabilities

Ω

The What Works Clearinghouse (WWC) has released eight new Intervention Reports that review the research on Orton-Gillingham-based programs for students with learning disabilities. Orton-Gillingham teaching sessions are action oriented with auditory, visual, and kinesthetic elements reinforcing one another. The Clearinghouse’s review of the research on Project Read® Phonology, a multisensory language arts curriculum designed for use in a classroom or group setting, found this intervention to have no discernible effects on general reading achievement for students with learning disabilities. The Clearinghouse’s review of a total of 95 studies on the other seven programs -- Alphabetic Phonics, Barton Reading & Spelling System®, Fundations®, Dyslexia Training Program, Herman Method™, Wilson Reading System®, and Orton-Gillingham-based Strategies -- found no studies that fall within the scope of the Students with Learning Disabilities preview protocol that meet WWC evidence standards.

Read the reports at the links below.

Alphabetic Phonics: http://ies.ed.gov/ncee/wwc/reports/learning_disabilities/alphabetic_phonics/

Barton Reading & Spelling System®: http://ies.ed.gov/ncee/wwc/reports/learning_disabilities/barton/

DyslexiaTraining Program: http://ies.ed.gov/ncee/wwc/reports/learning_disabilities/dyslexia/

Fundations®:
http://ies.ed.gov/ncee/wwc/reports/learning_disabilities/fundations/

Herman Method™:
http://ies.ed.gov/ncee/wwc/reports/learning_disabilities/herman/

Orton-Gillingham-based Strategies (unbranded): http://ies.ed.gov/ncee/wwc/reports/learning_disabilities/orton/

Project Read® Phonology: http://ies.ed.gov/ncee/wwc/reports/learning_disabilities/project_read/

Wilson Reading System®:
http://ies.ed.gov/ncee/wwc/reports/learning_disabilities/wilson/

You have read this article with the title . You can bookmark this page URL https://universosportinguista.blogspot.com/2010/07/eight-new-wwc-reports-focus-on.html. Thanks!