Academic Achievement Discourse These are difficult times for educators who believe that learning is worth pursuing for its own sake and that the chief purpose of school is the nurturing of students as whole human beings. Higher test scores seem to be the order of the day. The adventure of learning, the wonder of nature and culture, the richness of human experience, and the delight in acquiring new abilities all seem to have been abandoned or severely curtailed in the classroom in this drive to meet quotas, deadlines, benchmarks, mandates, and targets. The immediate cause of this crisis in education is the No Child Left Behind Act of NCLBwhich greatly expanded the role of the federal government in determining what goes on in the classroom.
After conducting longitudinal research plus numerous studies on genetics, interventions, and brain function, we now have a great deal of independent, scientific, replicated, published research on dyslexia. This section shares the research results released by the National Institutes of Health from to the present, as well as from dyslexia researchers in several others countries.
How many children are learning disabled? Clearly define each specific type of learning disability. What causes each learning disability? How can we identify each learning disability? How long does each disability last? Map its developmental course.
What is the best way to teach these children? Can we prevent any of these learning disabilities? NIH investigated dyslexia first because it is the most prevalent learning disability. NIH Results Released in These research results have been independently replicated and are now considered to be irrefutable.
Dyslexia affects at least 1 out of every 5 children in the United States. Dyslexia represents the most common and prevalent of all known learning disabilities. Dyslexia is the most researched of all learning disabilities.
Dyslexia affects as many boys as girls. Some forms of dyslexia are highly heritable. Dyslexia is the leading cause of reading failure and school dropouts in our nation. Reading failure is the most commonly shared characteristic of juvenile justice offenders.
Dyslexia has been shown to be clearly related to neurophysiological differences in brain function. Early intervention is essential for this population. Dyslexia is primarily due to linguistic deficits. We now know dyslexia is due to a difficulty processing language.
It is not due to visual problems, and people with dyslexia do not see words or letters backwards. Reading failure caused by dyslexia is highly preventable through direct, explicit instruction in phonemic awareness. Children do not outgrow reading failure or dyslexia.
Children do not mature out of their reading difficulties. Slow, labored, and inaccurate reading of real and nonsense words in isolation are key warning signs.
Even among children and adults who score within normal ranges on reading achievement tests, many report that reading is so laborious and unproductive that they rarely read either for learning or for pleasure. Such instruction is shown to accelerate reading acquisition in general, even as it reduces the incidence of reading failure.
Disabled readers must be provided highly structured programs that explicitly teach application of phonologic rules to print. Longitudinal data studies that follow children over time indicate that explicit systematic phonics instruction results in more favorable outcomes for disabled readers than does a context-emphasis whole-language approach.
The researchers had no idea which children would develop reading difficulties and which ones would not. There were many theories at that time as to what caused reading difficulties, and which tests best predicted reading failure. The researchers tested these children 3 times a year for 14 years using a variety of tests that would either support or disprove the competing theories.
But the researchers did NOT provide any type of training or intervention.
They simply watched and tested. From that research, they were able to determine which tests are most predictive of reading failure, at what age we can test children, and whether children outgrow their reading difficulties.
This study also spawned numerous other NIH research projects. The results of these studies were released in assist you in your students’ achievement and growth.
There is not a set requirement of weeks in which a uninterrupted learning for the P school students. *Definition of Independent Teaching: 5 Independent Teaching and/or Co-Teaching– Student Teacher should teach and plan for either a full load (all classes) with a minimum of 2.
Simple Definition. Dyslexia is an inherited condition that makes it extremely difficult to read, write, and spell in your native language—despite at least average intelligence.
Student performance data: Information about the academic progress of a single student, such as formative and summative assessment data, coursework, instructor observations, information about student engagement and time on task, and similar information.
Students continue to develop their product or service idea by analyzing various sources of successful entrepreneurial ventures, culminating in their selection of a product or . achievement rather than writing ability. Validity and reliability are improved if content is accurately and adequately sampled.
6. Students should have sufficient time to plan, prepare, and review their responses. Consider this when planning the number of essay items to include on the test. 7. Have a colleague review the questions for ambiguities. 8. All SFUSD schools will use the Balanced Score Card/Single Plan for Student Achievement (BSC/SPSA) to guide planning and improvement conversations for the school year.
This template is intended to.