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Essay / Research Paper Abstract
A 3 page paper discussing general concepts in teaching reading to learning disabled students, plus an overview of effectiveness and usefulness of retrospective miscue analysis (RMA). Bibliography lists 3 sources.
Page Count:
3 pages (~225 words per page)
File: CC6_KSeduLDread.rtf
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Unformatted sample text from the term paper:
is central to all education. Some supposed learning disabilities are not disabilities at all, but rather a result of failure to "connect" in earlier instruction; some researchers also explore
other approaches, such as using retrospective miscue analysis (RMA). General Views Collins, Dickson, Simmons and Kameenui (2000) report that metacognitive deficits limiting reading
achievement can be indicators of learning disability, but they also may result from lack of instruction or support at a critical time of development (Dickson, et al., 1995). Though
the results for the student are the same, the method of rectifying or overcoming the deficits may greatly differ. Collins, Dickson, Simmons and
Kameenui (2000) note that diverse learners typically are believed to require "more" instruction, when what they need may in fact be simply a different approach. A review of studies
in the effects of metacognitive instruction reveals that results have been varied. Some diverse students have benefitted from metacognitive instruction alone, while others have achieved more after metacognitive instruction
with the addition of feedback measures providing confirmation of success. Even when researchers believe they have identified all factors influencing outcome, "it is
difficult to discern whether systematic feedback, metacognitive knowledge ... or the combination of feedback and metacognitive knowledge was the component that made strategy instruction plus feedback more effective than strategy
instruction alone" (Collins, et al., 2000). With so many other points of influence at work in the classroom setting, it is even more difficult for single teachers observing a
few students and trying to make determinations of what types of instruction may be most beneficial. Simply explaining strategies and then offering chances for practice often can have a
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