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Practice 1
Curricular Design
Practice 1 for Curricular Design and Instructional Accomodations for Secondary Students with Mild Disabilities
Multiple Choice
Attention: ONLINE RESPONDING IS DISABLED
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1.
In this practice session we will consider how you can use different types of research -based interventions to strengthen reading skills of students who are having difficulties, or who have reading disabilities. Listed below are several strategies related to reading. Select two of the following, and explain how you could use each in the classroom with your students. Provide hypothetical scenarios of in-class situations.
The Paraphrasing Strategy
directs students to read a limited section of material, ask themselves main ideas and the details of the section, while putting that information in their own words. This strategy is designed to improve comprehension by focusing student attention on important information of a passage and by stimulating active involvement with the passage they are reading.
The Self-Questioning Strategy
aids reading comprehension by having students actively ask questions about key pieces of information in a passage and then read to find the answers for these questions.
The Visual Imagery Strategy
is designed to improve student acquisition, storage, and recall of material. Students improve reading comprehension by reading short passages and visualizing the scene that is described.
The Word Identification Strategy
teaches students a problem-solving procedure for attacking and decoding unknown words in reading materials, allowing them to move on quickly for the purpose of comprehending the passage.
example:
Sample Responses:
Visual Imagery Strategy:
The teacher provides her students with the following short passage...
"Winter is here for all to enjoy. The trees are bare, the wind is cold, and the grass is brown. The days seem long, as if winter will never end. Days turn into weeks, weeks turn into months, and winter seems to last forever."
By using visual imagery, the students can imagine the sight and texture of brown grass, they can feel the cold wind as it blows across their faces, and the starkness of bare tree branches every where they look. By placing a picture of what is being read into the mind, student acquisition, storage, and recall of material can be enhanced.
Self-Questioning Strategy:
The teacher provides the students with key questions about the passage that they will be reading. The students will consider the questions while searching for the answers in the reading.
How do the trees appear in the winter months?
What is the temperature like outside during winter?
What color is the grass during this time?
Is it windy, still, or calm?
