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Showing all 4 results
Peer reviewed
Direct linkSadoski, Mark – Reading & Writing Quarterly, 2005
A theoretical perspective on acquiring sight vocabulary and developing meaningful vocabulary is presented. Dual Coding Theory assumes that cognition occurs in two independent but connected codes: a verbal code for language and a nonverbal code for mental imagery. The mixed research literature on using pictures in teaching sight vocabulary is…
Descriptors: Teaching Methods, Vocabulary Development, Sight Vocabulary, Imagery
Brady, Kevin P. – Reading and Writing Quarterly, 2004
With the current legal reauthorization of the federal Individuals with Disabilities Education Act (IDEA) well under way, advocates for students with reading and literacy difficulties impacted by disorders, including dyslexia and attention deficit disorders (ADD/ADHD), are encouraging Congress to recognize these disabilities under the IDEA. Despite…
Descriptors: Reading Difficulties, Special Education, Eligibility, Dyslexia
Van Garderen, Delinda – Reading and Writing Quarterly, 2004
Ms. Johnson was concerned about the inconsistent performance of several of her students in solving mathematical word problems. A number of her students were one to two grade levels below their grade placement in reading, spoke English as a second language, and had identified reading disabilities. On mathematics assignments that required minimal…
Descriptors: Mathematics Instruction, Word Problems (Mathematics), Teaching Methods, Reading Comprehension
Kaderavek, Joan; Rabidoux, Paula – Reading and Writing Quarterly, 2004
Few models appropriately or adequately describe the literacy development experiences of children with atypical communication development, such as those with language impairment or severe disabilities. In this paper, the Interactive-to-Independent Model of literacy development is presented, influenced primarily by Vygotsky's seminal theories of…
Descriptors: Language Impairments, Speech Language Pathology, Mental Retardation, Literacy
