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A newer model for reading development, specifically with regard to early reading development, is emergent literacy, sometimes referred to as early literacy, model. This model purports that children begin reading from birth, and that learning to read is an interactive process based on children's exposure to literate activities.
Reading Rockets. Reading Rockets is a United States government funded project that supports the needs of at-risk youth by offering research based reading strategies, lessons, and activities designed to help children learn to read and read better. The program aims to help struggling readers build fluency, vocabulary, and comprehension skills.
The reading methodology ranges from teaching introductory sounds and how to learn American English through advanced reading strategies. The program has been used effectively in remedial reading programs in states across the country with positive and consistent results and is based on the most complete scientific research on teaching reading ...
The University of North Carolina TEACCH Autism Program creates and disseminates community-based services, training programs, and research for individuals of all ages and skill levels with autism spectrum disorder (ASD), to enhance the quality of life for them and their families across the lifespan.
In education, Response to Intervention (RTI or RtI) is an academic approach used to provide early, systematic, and appropriately intensive supplemental instruction and support to children who are currently or may be at risk of performing below grade or age level standards.
With science-based approaches to reading instruction, early screening, and intervention, we should see only about 5% of students reading below grade level. However, in 2018–2019, 26% of all Ontario Grade 3 students and 53% of Grade 3 students with special education needs (students who have an Individual Education Plan), were not meeting the ...
Evaluating research. Although Social Stories have been recommended as an effective intervention for children with ASD since the early 1990s, the research on their effectiveness is still limited. The American Psychological Association has identified two levels of criteria which are used to consider an intervention "empirically supported".
If it is, then the school district will attempt to change the student's program to address the problem or move the student into a more restrictive environment. If the bad behavior is not related to the disability (e.g., a student with dyslexia who hits another student), then the student can be punished exactly like any non-disabled student.
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