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ERIC Number: ED219741
Record Type: RIE
Publication Date: 1981-Oct
Pages: 14
Abstractor: N/A
Reference Count: 0
Mainstreaming, Reading and Classroom Teachers.
Woltz, Lynn A.
Disabled students slotted into regular classrooms may exhibit difficulties in auditory perception, sound blending, auditory closure, visual perception, language usage, or a combination of the above. Certain techniques exist, however, that teachers may employ to aid these students. Among these techniques are success structuring and behavior modification. Diagnostic reading tests designed for use with individuals provide a detailed analysis of specific reading skills and difficulties. Even more refined tests designed for the evaluation of specific reading skills can be used to determine oral reading ability. Highly specialized ways of teaching reading to the disabled student include (1) the cloze procedure designed to help students use the patterns of oral language to comprehend written language; (2) the DISTAR Reading Program designed for children with a mental age of 4-0 or above; (3) the Edmark Reading Program designed for students with extremely limited skills; (4) the Fernald Method designed to use both language experience and tracing techniques and recommended only when other methods have proved ineffective; (5) the Gillingham Method designed to teach reading, writing, and spelling by teaching units of sounds or letters of the alphabet; (6) the Glass Analysis Method designed to concentrate on the decoding of words through intensive auditory and visual training focused on the word being studied; (7) the Hegge-Kirk-Kirk Remedial Reading Drills designed to use the principles of minimal change; (8) the Neurological Impress Methods designed for students with severe reading disabilities; and (9) the VAKT Approach designed to incorporate several sensory modalities in the learning process. (HOD)
Publication Type: Guides - Classroom - Teacher; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Plains Regional Conference of the International Reading Association (9th, Des Moines, IA, October 22-24, 1981).