What is engagement of schema with regards to reading skills?
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"Thinking about what you already know is called using your schema, or using your background knowledge. Schema is all the stuff that's already inside your head, like places you've been, things you've done, books you've read-all the experiences you've had that make up who you are and what you know and believe to be true. When you use your schema, it helps you use what you know to better understand and interact with the text." Reading with meaning by Debbie Smith (This is a GREAT teacher resource book that will give you all kinds of ideas to use with your students regarding 'SCHEMA'. Hope this will be of some help.
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Try doing your own research for your college class...lol!\n\nAnastasi is interested in subcategorizing different kinds of validity to ensure increased effectiveness of testing (e.g. content validity may not ensure a useful score because of cultural validity considerations).\nGronlund focuses primarily on usefulness of results as the primary determination of vailidy.\n\nHere's something to get you started (I know about that evil writer's block problem...)...Just don't forget that APA format for your citation of these websites in the bibliography!\n\nhttp://www.burns.com/wcbcontval.htm\nhttp://www.gower.k12.il.us/Staff/ASSESS/4_ch2.htm\nhttp://teaching.berkeley.edu/bgd/quizzes.html\nhttp://cwx.prenhall.com/bookbind/pubbooks/linn/chapter4/objectives/deluxe-content.html
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Modeling correct responses is more of an art than a science. It is showing a student how to take newly mastered skills, and sequence them correctly to be able to solve more complex problems or create more complex products.\n\nThis is where you show the student how to reason through things by doing it yourself on a sample item. I am about to do it for you now, for this question...\n\nWhat are the small steps you need to take to make the big step (answering the assignment)? Most skills that are taken for granted by regular ed expectations are really packages of smaller steps that most people take naturally.\n\nThis can be most easily demonstrated in regrouping in math, although you can break things down (task analyze) for ANY skill. This assumes that the student has learned single digit computation and place value, not just as rote practice, but with understanding of the concepts behind it...imagine that single digit addition and place value concepts have been modeled repeatedly, practiced in a guided format (the student does it with the teacher maintaining the thought sequence for the student..."talking" him/her through it), practiced independently with some re-teaching as needed, and practiced independently and accurately for confidence and speed.\n\nSolve 86 + 49.  First you must know how to add the 6 and the 9 (counting up on Touch Math or tallies or fingers, memorizing the fact, etc.). If you use counting up, you must know which number to start on, how many to count up, etc. If you have memorized the fact, you must have drilled it and practiced it until it comes quickly.  Then you must understand place value...that the 5 in the 15 belongs in the ones place in the answer area because it is 5 ones, and the 1 belongs in the work area tens column to be added because it is really a 10, not a 1. Then you must know to add your tens (80 + 40 = 120)...8 + 4 = 12 with the 2 in the tens column and the 1 in the hundreds.\n\nWhen you model a correct response, you take a sample item, and solve it out loud for them. So you would solve while talking yourself through it. When modeling how to pre-write, rough draft, proofread, and final copy a longer writing assignment, I've worked my way through both my wall whiteboards three times in one session. I have the students remain engaged by asking them for input for content at every step, and I award points for catching me out on errors.\n\nNow, you need to relate this back to your professor's lectures, your reading assignments, and your own thoughts. Put it in your own words.
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Reading--in spare time--or for a book report--as long as the book or topic was MY CHOICE! Writing, spelling, vocabulary, English...that kinda thing! :o)\n\nOh yah!!! And, can't forget American Sign Language and Psychology!!! :-D
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It is funny to learn other people do this too. Family and friends have sort of made fun of me for it, but I have my reasons. First, I did it for a spelling bee and then second I wanted to expand my vocabulary. I love to read and it is quite difficult to read when you are younger and don't have a large vocabulary. The way to understand what I read was by looking up all the words I didn't understand and then writing down the definition and using it in context for other things. So, if you have studied either version (I have used both as well as in other languages) don't feel weird or nerdy, I have too.
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Stop.\nReading rate is not nearly as important as comprehension.  I read nearly 300 words a minute, but often have to back up and read the same passage over.\nOdds are that you are remembering everything you saw; far more important.\nYour writing is very good- a good indicator of your ability thus far.\nTell ya what... find a large print book.  Uncover one line for just a glimpse and cover it back up.  Recall the line.  Then uncover the next line like the first and so on.\nYou will be reading by phrases instead of by words.  Far faster.\nThere are speed reading courses, but they require you to see just highlights.\nI always recommend Reader's Digest for those wishing to improve.  It has a wide variety of info from a reasonable array of styles.  All condensed down to the absolute essentials.  It also contains improvement features.
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Reading improves: spelling, concentration, vocabulary, general knowledge, imagination, creative writing abilities. The more a person reads the better and quicker they get at it - one is also able to express themselves better when writing a report or paper.
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well, see it all depends on the exact phrasing on how your teacher asked the question.  this is a time honored tradion of tricking your students.  i have the answer if you want it.  and it is the simplest answer because he already gave it to you.  hee heee \n\nemail me to get the answer and i will explain all!!!!\n\n\nhere is the correct version:\n\n\nOne of the corollaries of writing a newspaper column on words and language, answering questions from readers, is that I frequently receive questions that I have already answered. This is not surprising -- after all, I can't expect my readers to lock themselves in tiny rooms, forgo meals and vacations and all human companionship (as I do), all for the sake of keeping up with one little column. So when I receive a question I've already answered (the derivation of "posh" being a perennial favorite), I usually either answer it again in print or reply by mail.\nMy policy on reruns was working quite well until recently, when I suddenly began to receive a particular question not once a month, not even once a week (the previous record, held by "posh"), but in the neighborhood of five times a day, every blessed day of the week. All of these queries came via internet e-mail, and all of them asked the same question in roughly the same words:\n\n"There are supposed to be three common words in English ending in 'gry' -- hungry, angry, and ....what? What's the third word ending in 'gry'?"\n\nThis is, you will note after a few moments of quiet reflection, a most remarkably vexing question, and my readers showed signs of being mightily vexed. It isn't easy to convey desperation in an e-mail message, but many of my correspondents made it clear that their lives had been rendered unlivable by prolonged contemplation of the puzzle. "Please send the answer right away! It's driving me crazy!" was tone of the more sedate messages. A few of my more excitable readers threatened dire consequences, ranging from pulling out their own hair to pulling out mine, if I didn't hop to it, pronto, and supply the magical third word.\n\n My first impulse, faced with a torrent of such desperate entreaties, was to ignore the whole ruckus. After all, not only had I answered this question twice within the last year, but my columns on the subject were posted on my World Wide Web page, in plain sight of most of my questioners. I had even put a note near the top of my Web page asking folks to read the columns rather than bedeviling me with endless variations on the "gry" question. A distressing number of my readers, however, evidently addled by the siren song of "the third word," were unable to read my plea for surcease, and so the deluge of "gry" continued.\n\nPerhaps it was because I opened my e-mailbox one morning and discovered a baker's dozen of fresh queries about the "third word," or perhaps it was because one of them came from a distinguished dictionary editor (who shall remain, although not nameless, herein unnamed), but that morning I decided that I owed a duty to my readers, and that my only honorable course was to gird for battle yet again and venture forth to expunge the hydra-headed "gry" riddle once and for all. Besides, all this "gry" business was beginning to get on my nerves. \n\nConveniently for me, a collection of possible "third words" ending in "gry" already existed, compiled by the brain-teaser mavens in the "rec.puzzles" Usenet discussion group on the internet. It seems that aside from words based on "angry" or "hungry" (such as "dog-hungry"), Webster's Third New International unabridged dictionary lists only one word ending in "gry" -- "aggry," meaning a type of prehistoric bead. But it seems quite a stretch to classify "aggry" as a common English word. Elsewhere, t
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The communicative approach tries to de-emphasize grammar and emphasize communication.  Some activies communicative teachers use are question/answer, information gap, surveys, etc.  In reading, students are encouraged to 'negotiate meaning', that is, learn to use all sorts of clues and cues to get the general thrust of the reading. (getting the gist, cognate cues, previous knowledge, etc.)\nMost second language texts in the US purport to be communicative, but if you looka them carefully, they still have a grammar syllabus.  For example, the title may be called 'friends and family' and the student goals may be to talk about friends and family, put the actual thrust of the chapter is agreement of nouns with possessives and with adjectives.  There will hardly be a verb in the whole chapter!\nI'm convinced that TPRS (Teaching Proficiency through Reading and Storytelling) is the way to go. blaineraytprs.com  I switched from an eclectic manner of teaching (TPR, grammar, communicative, project based, games) to TPRS and my students actually can communicate!  It looks like a scam when you first see it, but check it out thoroughly--it's based on the Natural Approach and Krashen's theories of language acquisition.
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It is difficult to know how to answer your question without knowing more about your paper and exactly what you have covered.  Possibly summarize your findings briefly and succinctly, emphasizing the main areas of learning affected by ASD.  Mention the great variety of learning skills possible among individuals with ASD.  I think it would be important to highlight communication, social skills and behavior.  I hope this is of some help.
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Haven't you ever watched someone doing something to learn how it's done? Same principle. Through reading you're not only learning grammar, spelling and sentence structure (by the way it's the easiest way to learn these things) but also how the story, document etc. is developed and told. Plus, you get an idea from as many different writters as your choose to read.
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Concentrating and Reading\n\nIt is often difficult to concentrate during your studies. Here are some techniques that many students have found helpful. \nAsking Yourself Questions \nGetting the Most from Your Reading \nRead the Ideas \nAsking Yourself Questions\nThe key to maintaining focus is to stop periodically and ask yourself questions, such as \nHow does this relate to what I already know? \nIf this is true, what else follows? \nWhat else could these facts mean? \nWhat assumptions are being made? \nWhat's the evidence for this? \nCan I think of a good example of this? \nWhat are the unique points of this? \nGetting the Most from Your Reading\nCheck off (with a light pencil mark) each paragraph that you completely understand. If you start to get lost in the reading, you will know exactly where: just after the last check! \nIf a section is too difficult for you, try reading in a whisper. Hearing what we read is like reading it a second time. \nSimilarly, it is good to stop regularly and summarize out loud what you have just read. \nTry to link new information with the information you already know. Ask yourself, ``How do I already know this?'' You can also ask yourself questions such as the focus questions above. Active linking creates powerful memories. \nTake a few seconds to visualize what you have just read. \nDon't forget to jot down key words and concepts. If you read, `rite, and recite (``3R''), you've got a better chance of retaining crucial information. \nAfter taking a short break from studying, and before you start up again, take a few minutes to review the information you have just learned. This will give you a sense of progress and motivate you to continue on. \nRead the Ideas\nWhen you are reading \nStop at the end of each \nParagraph \nPage \nMain Section \nClose your book \nRecall the ideas from memory \nRecite the ideas out loud in your own words \n\n--------------------------------------------------------------------------------\n\naugustine@columbia.edu\nLast update: February 4, 1996
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Here are some that are listed where I go/went to school (I graduate in May!!!)\n\nHere is one of the things they mention. Go to the site for more info :-)\n\n\nSQ3R Study Method\n\nThe SQ3R method is the reading and studying system preferred by many educators. Reading research indicates that it is an extremely effective method for both comprehension and memory retention. It's effective because it is a system of active reader involvement.\n\nStep 1. "S"= Survey\nBefore you actually read a chapter, or go over a particular section of notes, take five minutes to survey the material. Briefly check headings and subheadings in order to understand the author's organizational pattern of ideas to be discussed. Scan all visual material. Read introductory and summary paragraphs. This preview will enable you to anticipate what the chapter is about.\n\nStep 2. "Q"= Question\nCreate interest in the material by asking: What are the main points of the chapter? As you read, keep the question in mind and figure out the most important points. It gives you a clearly defined purpose for reading, and helps you maintain interest in the material.\n\nStep 3. "R"= Read\nRead the chapter actively for meaning. Go through the paragraph before underlining, then underline key words and phrases to help you recall the main points. Be selective, you don't want to highlight non-important points or miss anything that can help your comprehension. Summarize main concepts in your own words in the margins. The more active you are in the reading process, the more you will retain.\n\nStep 4. "R"= Recite\nAfter every few pages, close your book and recite aloud the main points to the questions you posed in step 2. Try to recall basic details as to the author's intent by putting them in your own words. Verify your answer by checking the text. If you can't remember the text, read through it again. If you don't get it now, you won't remember it for a test. Take as much time as you need to answer your questions. Don't be frustrated, this takes more time but the information will be clearer in your mind.\n\nStep 5. "R"= Review\nFinally, review the chapter every so often to fix the material in your mind. Keep rereading your margin notes and underlinings. Verbalize the sequence of main ideas and supporting facts to aid retention. Numerous reviews are a lot more effective than one cramming session the night before an exam. Review once right after you've finished reading and then every couple of days.\n\nThe SQ3R is time consuming at first, expect it to take ten to fifteen percent longer to read a given chapter when you first begin. Research indicates a 70% increase in retention after two months of using the system and, eventually, a reduction in time spent preparing for exams.\nhttp://www.gmu.edu/departments/csdc/study.htm
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I taught 5th grade a few yrs ago. I liked using their literature stories and have the students pick a character and write the story from a different perspective. You can also allow them to write about their hobby,how would someone describe you if they came into your room and didn't know you?What will you be involved in in high school? What is your goal for 30 yrs of age? Write about fav sportsman. Who is their hero? What is a hero? Feelings about America? I once did a story on a bag of marshmallows and they wrote from the marshmallows veiw. It was a good topic. You can use everyday objects and lay one on each desk. Recently I had my grandkids write a story about 3 items that I picked for them. The items had nothing in common but they wrote great stories. They also made a story plan by filling out a form with the characters,problem,2 paragraphs about how to solve the problem,how it was solved, and wraping up in the last paragragh. The next time I let them pick the items but it took them forever to get them. I think they were trying to think up a story while looking for the items. I was actually working with one grandson who was behind in reading due to ADHD( Delux!). He learned some from the new ideas I found for him and it was nice that the others of about the same age wrote with him.PBS.com is where I got some of my ideas(games,worksheets,books) to help him this summer so he got caught up. "Mrs.McGowen Lots About Reading" in the PBS site is a great source and has many ideas on all subjects. Best wishes! I miss teaching but have my hands full with grandkids!
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I have personally found picture-word association very effective when trying to study.  I am a college student who swears by the wonders of picture-word association.
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both and neither. it teaches phoenetics. a form of word identification that leads to being able to read. some kids are site readers in which they more or less memorize words rather than why they are pronounced the way they are. teaching phonics by itself backfires b/c kids try to spell words how they sound and the english language doesn't work that way. A good combination of phonics and site needs to be taught for any real gain.
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Reading. Also doing puzzles and playing games when stradegy is used can help