Literacy Scaffolding Strategies for Diverse Learners: A Bridge for Tomorrow

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書誌詳細
出版年:	ERIC, Resources in Education (RIE) (Nov 1999), p. 1-20
第一著者:	Stange, Terrence V.
その他の著者:	Ponder, John M.
出版事項:
主題:	Classroom Techniques Elementary Education Inclusive Schools Literacy Regular and Special Education Relationship Relevance (Education) Resource Room Programs Scaffolding (Teaching Technique) Special Needs Students Teacher Characteristics
オンライン･アクセス:	Citation/Abstract Full text outside of ProQuest
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その他の書誌記述
抄録:	Teachers are likely to have exceptional learners in their classrooms and thus need better understanding of these students to provide for their literacy needs. The acronym "SPECIAL NEEDS" suggests the following teacher characteristics and tasks: Sensitivity, Patience, Empathy, Caring, Individualized instruction, Acceptance, Life skills, Nature of needs, high Expectations, Encouragement, Direct instruction, and Systematizing. Labels of special needs types include learning disabled, mentally retarded, and emotionally and behaviorally disordered. Suggestions for organizing instruction are study carrels, cooperative learning (student to student), strategy groups based on particular skills, contracting about goals, "slicing" to reduce assignment size, thematic units, learning activity centers, and books on tape or CD-ROM. Other strategies specific to literacy instruction are language experience, sustained silent reading, sustained silent writing, rereading, echo/neuro-impress reading, and visual auditory kinesthetic tactile strategy (VAKT). (Contains 17 references.) (EF)
ソース:	ERIC