Are you the parent of a young child, who is receiving special education services, that is concerned about whether your child has the needed skills, to learn how to read? Are you a parent of an older child with autism or a learning disability, that is concerned about your child’s reading success. This article will discuss 5 skills that No Child Left Behind (NCLB) states, are identified by research as critical to early reading success. These skills were found in the No Child Left Behind parent Guide.
Skill 1: Phonemic Awareness: Is the ability to hear and identify sounds in spoken words.
Skill 2: Phonics: Is the relationship between the letters of written language and the sounds of spoken language.
Skill 3: Fluency: Is the capacity to read text accurately and quickly.
Skill 4: Vocabulary: Is the words students must know to communicate effectively.
Skill 5: Comprehension: Is the ability to understand and gain meaning from what has been read.
You should make sure, that any reading program that is used for your child with a disability, to teach them how to read, contain these 5 skills. No Child Left Behind requires that any educational program used should be scientifically research based. What this means is that the education program (reading program), must have research to show that the program is effective to teach children to read.
In 2000 the Report of the National Reading Program identified these 5 skills as critical to children learning to read early. In April 2000 these research findings were reported in the National Reading Panel, they have now been written into the NCLB law. Reading first is the program that was started under No Child Left Behind, to help school districts to improve reading achievement.
By making sure that your child’s reading program contains these five skills, you will be increasing your child’s chances of learning to read. You must be involved with your child’s education to ensure that the child continues to make academic progress, and learns to read. Reading gives children a chance at a fulfilled life!
By: JoAnn Collins
Posts Tagged ‘S Education’
Parenting Tips – 5 Skills That NCLB State Are Critical to Early Reading Success
March 19th, 2010How To Get Certified As A Substitute Teacher
March 14th, 2010
If you are looking to make a career switch to substitute teaching, there are several steps you will need to take to make that dream a reality. Certification is one important step in reaching the goal of becoming a substitute teacher.
You will need to first decide what age range of student you wish to teach. Knowing this information will help you select the correct college classes that will give you the preparation you need to teach the age level you wish. If you are not sure, you will be given opportunities in the college class setting to gain a bit of experience teaching different age levels, and this will help clarify which you prefer.
You will also need to think about what you wish to teach. Some teachers are generalists while others are specialists. You can specialize in special education, physical education, driver’s education, the arts or music. Typically, elementary teachers are generalists, because they teach every subject to their young students. The more areas in which you receive enough education means a greater number of endorsed areas on your certificate, which will be a boon to the substitute teacher, who can be asked to teach any subject as needed by a school district.
All teachers must have at minimum a four-year college degree in some subject. In addition, you will receive specialized training in education to learn how to teach. You will spend time observing certified teachers in the classroom. This also includes a certain amount of time spent as a student teacher. Your master teacher will help you gain experience in the classroom actually teaching students. You’ll start by observing the teacher at work, and discussing the procedures and topics. Over time you will get worked into the teacher’s schedule, until eventually you will fully take over one or more of the teacher’s regular classes.
Your master teacher will observe you and give you valuable feedback so that you will improve your skills. You will also be able to ask questions and get any clarification you need. You might also be asked to attend usual meetings that the teacher attends, to get a feel for what happens behind the scenes after the students are gone. You might also get asked to help out with after-school activities, practices or rehearsals, especially if your teacher’s teaching area is performance related, such as a PE teacher or a drama or choir teacher. All of these experiences will help give you the training you need to step into an educational setting successfully.
By: Susan Slobac
Ireland’s Education Shame
January 20th, 2010
If the situation in Ireland isn’t bad enough our current Mininster for Education is proposing drastic cuts across all areas of the educational system. The recently release OECD report
concluded:
Ireland spends less on education, spending only 4.7% of it’s GDP in educaiton, comparied to an average of 5.7% across 30 OECD countries.
At second level only one country in the EU, the Slovak Republic, invested a lower proportion of its GDP on students in secondary school.
Irish primary schools have the 2nd largest class size than all the other EU countries surveyed. There are 4 more pupils in Irish classes than in other EU countries.
Only Britain has larger class sizes in the entire EU.
Only Britain, Japan, Korea an dturkey have bigger classes than Ireland.
Although these statistics are grim the situation in reality is much worse because statistics are gathered from the Department of Education and Science skews its statitics on class size.
And things are about to get worse: class size is set to increase next year. Perhaps 2000 teachers will lose their jobs as a result of budget cuts.
In special education the situation is dire. Cuts are proposed in Language Support teachers, the closing of special education classes (with no extra supports provided in the mainstream), reducing the number of Special Needs Assistants and increases in class size at both primary and secondary level. These changes will have a negative impact on the lives of many children. Let’s give one clear example:
Children with autism and Asperger’s Syndrome who are leaving primary school and entering secondary school have considerable difficulty finding a school that will accept them. Enrollment policies at second level are stacked against people on the autistic spectrum. The situation is even worse when it comes to those few secondary schools that have dedicated autism units becuase the entry rules most often state they will not accept a student with significantly below average intelligence. So often there is simple no where for these children to be educated. As a result they suffer, their families suffer and ultimately society suffers.
Things are bad and getting worse!
By: Dr. David Carey
