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- It's important to actually teach reading comprehension to students with reading disabilities, not just teach word recognition and assume that comprehension will follow fluent reading.
- Programs need to have a strong reading comprehension component in which reading comprehension skills and strategies are taught directly.
- If the total approach to literacy doesn't blend instruction in the combinations needed by individual students, some students won't learn to comprehend what they read.
- Since students must develop proficiency in gaining meaning from textbooks, reading comprehension work must include expository text.
- Any program must include approaches that permit instruction to be responsive, systematic, and intensive if the instruction for students with learning disabilities is to be effective.
- Programs should be motivating and interesting for students at the grade level at which they are being taught.
- The teachers who work at flexible use of programs and learn how to adapt specific programs to their students' needs are usually the most successful.
- Whatever programs your school uses, make sure that they address the literacy curriculum standards and benchmarks for which you and your students are accountable.
- Not only is increasing diversity in our nation's schools a reality, it is also an opportunity for enriching opportunities for all in the learning community.
- Meeting the literacy needs of diverse learners should be viewed as a partnership among the community, family, and school that provides opportunities, instruction, intervention, and program support.
- Teachers networking to support each other's efforts to promote literacy achievement should be an important part of a school-wide approach.
- Because school staff shares the responsibility for student success in literacy, what will be needed at the school level is an array of services to support literacy goals. For example, speech-language pathologists may provide speech-language services to promote student literacy success.
- The more people involved in a student's education, the greater the need for integration and coordination.
- In looking at class- and school-wide programs, a central issue is the integration of literacy instruction, i.e., integration of listening, speaking, reading, and writing, as well as integration of literacy with content across the curriculum.
- The selection of reading comprehension programs begins with an analysis of available data concerning student needs and outcome measures.
- It is unrealistic for teachers in this day and age, with the diverse learners they have in class, to rely exclusively on whole-class, lecture style teaching; they need to consider a variety of instructional modes and grouping practices.
- Literacy skills and strategies should be used in every class, with the individual processes of listening, speaking, reading, and writing blended with instruction.
- Research on the use of Classwide Peer Tutoring indicated that students at the elementary and secondary levels can improve their reading with this approach.
- In selecting literacy programs for class- and school-wide use, educators need to know what evidence exists regarding the effectiveness of the program.
- You may not be looking for a single program in reading comprehension, but rather a program, or programs, that have reading comprehension as a strong element.
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