My dad gave me one dollar bill 'Cause I'm his smartest son, And I swapped it for two shiny quarters 'Cause two is more than one! I didn't understand why it came so naturally to some students, but not to me.
She's just sitting there, fairly motionless, staring at a book. Occasionally, she turns a page. Sometimes she laughs quietly to herself for no apparent reason. It is a serene and beautiful picture, but only because we know that inside her head, she is exploring a story and listening to the author tell a tale through a voice that only she can hear.
If she was sitting motionless, occasionally laughing to herself while staring intently at a potted plant, it would be somewhat disturbing, but because she is acting this way with a book in her hands, it's a Kodak moment.
The silent, motionless act of reading belies the activity happening inside the reader's head.
As the reader sits motionless, she is simultaneously decoding the text and comprehending the message contained within the text. The integration of these two skills is essential to reading, and neither one is more or less essential than the other. If somebody was kind enough to read the story out loud to her, she would not need to decode it herself.
She could sit with her eyes closed, listen to somebody else tell the story, and just focus on comprehending it. The comprehension she experiences listening to somebody else read aloud is the same comprehension she would experience reading the text silently to herself.
There are subtle differences, but essentially, the only thing that makes reading different from listening is the act of decoding the text.
If reading is the product of two cognitive elements language comprehension and decodingtwo questions must be addressed: What is required to be good at understanding language? What is necessary to be good at decoding text?
Examining each of these elements, we find a collection of interrelated cognitive elements that must be well developed to be successful at either comprehending language or decoding.
This text will examine both language comprehension and decoding, along with the subordinate cognitive elements that underlie each.
All of these underlying knowledge domains will be described as discrete and distinct cognitive elements, but only for the benefit of this examination.Reading in a Foreign Language ISSN October , Volume 22, No.
2 pp. – Repeated-reading-based instructional strategy and vocabulary acquisition: A case study of a heritage speaker of Chinese ZhaoHong Han and Cheng-ling Alice Chen Teachers College, Columbia University United States Abstract Repeated reading, a procedure.
Differentiated Literacy Coaching. by Mary Catherine Moran. Table of Contents. Chapter 1.
The Context for a Literacy Coaching Continuum. With the ever-increasing focus on reading achievement in schools today, many districts are hiring literacy coaches to provide embedded professional learning opportunities for their teachers.
A Six-Step Process for Teaching Vocabulary by Robert Marzano. Marzano’s six steps for teaching new words can be used with all students (K), including those with learning disabilities. Quotes. What information consumes is rather obvious: it consumes the attention of its recipients.
Hence a wealth of information creates a poverty of attention, and a need to allocate that attention efficiently among the overabundance of information sources that might consume it. Han & Chen: Repeated-reading-based instructional strategy and vocabulary acquisition Reading in a Foreign Language 22(2) contending perspective posits that written language is devoid of .
Examples of Materials That Can Be Adapted For Therapy a collection of resources by Judith Maginnis Kuster. The following is one section of Judith Kuster's Net Connections for Communication Disorders and Sciences (iridis-photo-restoration.com).The internet is FULL of materials that can be adapted to speechlanguage therapy.