Tips for Teaching Vocabulary to Students with Dyslexia

Tips for Teaching Vocabulary to Students with Dyslexia Building reading vocabulary is a challenge for students with dyslexia, who have a hard time learning new words in print and in word recognition. They often have a discrepancy between their spoken vocabulary, which may be strong, and their reading vocabulary. Typical vocabulary lessons may include writing a word sometimes 10 times, looking it up in a dictionary and writing a sentence with the word. All of these passive approaches to vocabulary will not by themselves help students with dyslexia very much. Multisensory approaches to learning have been found effective in teaching children with dyslexia and there are many ways this can be applied to teaching. The following list provides tips and suggestions for teaching vocabulary to students with dyslexia. Assign each student one or two vocabulary words. Depending on the number of students in the class and the number of vocabulary words, there may be several children with the same word. During class or for homework, students must come up with a way of presenting the word to the class. For example, a student could write a list of synonyms, draw a picture to represent the word, write a sentence using the word or the write the word in different colors on a large paper. Each student comes up with their own way to explain and present the word to the class. All the students with one word stand up and present their word, giving the class a multi-dimensional view of the word and its meaning. Begin with multisensory information on each vocabulary word. Use pictures or demonstrations to help the students see the meaning of a word as each word is presented. Later, as the students are reading, they can recall the illustration or the demonstration to help remember what the word means. Create a word bank where vocabulary words can have a permanent home in the classroom. When words are seen often, students are more likely to remember them and use them in their writing and speech. You can also create customized flash cards for each student to practice vocabulary words. Talk about synonyms and how these words are both the same and different than the vocabulary words. For example, if your vocabulary word is terrified, a synonym might be frightened. Explain how terrified and frightened both mean you are scared of something but that being terrified is being very frightened. Have students demonstrate the varying degrees of being scared to make the lesson more interactive. Play charades. This is a great way to review vocabulary words. Write each vocabulary word on a paper and place in a hat or jar. Each student draws one paper and acts out the word. Give points when a student uses a vocabulary word while talking. You can also give points if a student notices someone, in or out of school, use a vocabulary word. If outside of the class, the student must write down where and when they heard the word and who said it in their conversation. Include vocabulary words in your classroom discussions. If you keep a word bank in the classroom, continue to review it so you can use these words when teaching to the whole class or when speaking individually with a student. Create a classroom story with the vocabulary words. Write each word on a piece of paper and have each student pick out one word. Start a story off with one sentence and have students take turns adding a sentence to the story, using their vocabulary word. Have students choose vocabulary words. When beginning a new story or book, have students glance through the story to find words they are unfamiliar with and write them down. Once you have collected the lists, you can compare to see which words turned up most frequently to create a custom vocabulary lesson for your class. Students will have more motivation to learn words if they help to pick out the words.Use multisensory activities when learning new words. Have students write the word using sand, finger paint or pudding paint. Have them trace the word with their fingers, say the word out loud, listen as you say the word, draw a picture to represent the word and use it in a sentence. The more senses you include in your teaching and the more often you include and see vocabulary words, the more the students will remember the lesson.

Behavioral and Social-Cognitive Approaches to Forming Habits

Behavioral and Social/Cognitive Approaches to Forming Habits PSY/250 Behavioral and Social/Cognitive Approaches to Forming Habits Habit is defined as â€Å"an acquired behavior pattern regularly followed until it has become almost involuntary† (Dictionary. com, n. d. ). Most people have some sort of habit that they have acquired or learned throughout their life. Some are as non-noticeable and as simple as looking both ways before crossing a street or roadway. We are taught this at an early age for safety purposes, but to us, it is just a normal â€Å"it makes sense† act that we practice probably every day. Some individuals learn habits from a young age; other habits can form once an individual gets older and makes their own decisions. Forming a habit can come from many role models or witnessed behavior. For example, if an infant cries or upset, usually they are comforted by food or soothing from the mother. At this point, the infant recognizes that a particular act receives a particular reward. This is an example of behavioral approach to a habit. If the infant cries, it gets rewarded with milk and soothing. Since the child only knows how to communicate by crying, this is how the child lets the parent know that they are in need of something, in some cases, just in need of attention. Another approach is the observational learning in which people learn to do something without actually performing it (Krapp, 2005). It can also be termed as social/cognitive approach. An example of this would be a child witnessing a sport on television. They see the actions play out with the team, and go out and â€Å"reenact† what they saw even though they have never played the game. The child does not necessarily know the rules of the game, but the basic tools and concept of the game. Bandura claims that people are more apt to copy behavior that leads to a positive outcome (Krapp, 2005). However, some individuals have habits that can have a negative and possibly deadly outcome. For example, drug and alcohol habits have the possibility to become deadly. Most individuals are aware that those particular habits are not healthy for them, but they are attracted and tempted by the way those habits make them feel. Those habits are said to be diseases, but at what point are they a sickness? At first, I believe, that the â€Å"sicknesses† are habits and it is only until you try all means possible to quit, that it becomes a sickness. A habit can start by having a beer after a game, smoking a joint when you are stressed, or using some other sort of substance to make you feel better. At some point, one starts making excuses or reasons to continue the habit even if the original situation that made you start that habit, is not where the habit is taking place anymore. One of the habits that I have is biting my nails. From as far back as I remember, I have been biting my nails. I suppose I developed this habit by witnessing my father do the same thing. I can remember being a young child and seeing my father sitting on the couch with his hand in his mouth biting his nails. I do not remember the first time I did it, and I still continue this habit to this day. Actually while writing this paper, I find myself pausing and thinking and noticing that when I pause, my hand automatically goes in my mouth, and I start nibbling at my nails. I feel that I concentrate better when my hands are busy doing something. Whether it is biting my nails or twisting my hair, my hands are always doing something. I have attempted to quit this habit, and at this point, I am very unsuccessful. When I put acrylic nails on, I obviously do not bite my own nails, but I do find myself picking and messing with the nails that have been put on. Whether it is tapping my nails, or picking at my cuticles, I am constantly messing with them. By using the behavioral personality theory, I am not exactly sure why I have this habit. I do not get any sort of satisfaction from the habit or feel any sort of accomplishment. Writing about it now, I wonder why I continue such a habit if I am not getting anything out of it. The habit is not making me a better person, nor am I fulfilling some comfort issues. I continue this habit all the times and I find that it is not situational. I bite my nails when I am bored, and when I am busy, when I am nervous, and when I am excited. It is a constant habit that I continue daily, if not hourly. I can develop a plan to condition myself to quit the habit by making sure my hands are busy with something else. If my hands are busy, then I will not be able to put them in my mouth to bite my nails. I have also found that if my mouth is busy, with eating or chewing gum, then I will not bite my nails either. So at this point, the habit not only has something to do with my hands, but also it is an oral fixation. As far as the oral fixation and satisfaction, I do not feel as though I am getting anything out of it, but I continue, and most likely will continue the habit. In conclusion, every person has some sort of habit that stems from personal experience or observation. Many people have role models that have taught them this habit and will continue the habit until they are completely satisfied or the habit is replaced by another habit. References Website: www. dictionary. com, n. d. Cerutti and J. E. R. Staddon, Annual Review of Psychology. (Annual 2003), p115. Psychologists and Their Theories for Students, Ed. Kristine Krapp, Vol. 1. Detroit: Gale, 2005. p39-66

Hudson River Dredging Essay Example | Topics and Well Written Essays - 3750 words

Hudson River Dredging - Essay Example GE, along with supporters from a portion of the public, strongly opposed dredging as a cleanup option, stating that it was unnecessary since the river was eliminating the PCBs through natural means. However, in 2002 EPA initiated the dredging of two million cubic meters of sediment to remove an estimated 68,000 kilograms of PCBs from a 250-kilometer stretch of the upper Hudson. For the design and implementation of the dredging project, active public involvement was ensured by EPA2. The fish caught from the upper Hudson River were found to be contaminated with the 209 different chemical compounds of PCBs which accumulate in its fat tissues. Humans who consume contaminated fish increase their risk of cancer. Currently, PCB pollution is such that fishing for the purpose of human consumption is prohibited in the upper Hudson River, and permitted only to a limited extent downstream, by health advisories3. While cleaning the Hudson River through dredging and remediation are essential, the technological feasibility, the overall environmental benefits, the adverse impacts caused by hazardous waste from the operations, and the problems caused to nearby communities need to be taken into consideration. Thesis statement: The purpose of this paper is to discuss Hudson River dredging and remediation to remove PCBs; and to examine the environmental benefits and disadvantages resulting from the operations. The Hudson River in New York State is one of the best known examples of a large river system with widespread sediment contamination with PCBs. The upper forty miles of river will undergo cleaning operations, with 2.65 million cubic yards of sediment proposed to be removed. Cleanup has yet to begin, although dredging of 265,000 cubic yards from 94 acres is planned for the first year of dredging operations4. The United States federal government is compelled to address the problem of polychlorinated

The Controversy of Government Subsidized Student Loans Research Paper

The Controversy of Government Subsidized Student Loans - Research Paper Example Besides, students must fill the application of the loans in order to determine the persons who are in need if the loan and to what amount should the loan be of benefit to them. The following article, therefore, outlines the loans that the students receive and the benefits of the loans towards the students and the state. The essay also covers the controversy that arises as a result of the loans. The controversy is because the role of the loans does not materialize since most of the students are not capable of servicing their debts. There is the need of the lenders to find other ways to make sure that the whole perspective of supporting the higher learning education is successful. The reference list is a provision at the completion of the document. The instance is in a manner to authenticate the propositions therein. Student’s loans refer to aids that are in forms of funds that are given to students to be of assistance in paying their taxes, to buy books and to help in their living. The loans are very different from other loans since they have very low interest rates. The loans exist because most students do not have the capability of taking care of the tuition fees once they enroll in a higher learning institution. However, t5he students are repayable once a student completes his or her studies. If a student does not repay, there is mostly a cost to penalize the act in an instance of discouraging the same from happening. The main argument that arises is that not all students are capable of repaying the loans since not all the students tend to acquire job opportunities. Therefore, some of the penalties that the lender of the student loans imposes may not be enough reason to do against defaulters (Houck, 2008). From another perspective, the loans that the government lends to students tend to be a huge portion of the national budget. Besides, the education system is a continuous process that becomes a yearly expense.

Similarities Of Two Famous Tales Of Love Essay -- essays research pape

Similarities of Two Famous Tales of Love In one of the most famous love stories of this century, many elements from anotherfamous tale of love were borrowed. In many instances, Westside Story mirrored Shakespeare'sRomeo And Juliet. Many similarities were noted from the characterization to the plot structure.However, they differed as well. In Westside Story, some characters shared personalities with those of Romeo And Juliet.The families of the Capulets and Montagues were well represented by two gangs, the Sharks andthe Jets. Both being ineffective rulers, officer Krumpke and the Prince struggle to keep peace if their cities both to no avail and warned," If you disturb our streets again, your lives shall pay theforfeit of peace."( ) . Due to their differing backgrounds, Tony being affiliated with the Jets and Maria with the Sharks, Tony and Maria partook in forbidden love much like Romeo and Juliet. Much like Tybalt, Bernado disapproved of their love and was quick to fight with anymember of the Jets or Tony. However, Anita, Bernardo's girlfriend, approved of their love because she just wanted to see Maria happy like the Nurse. Overwhelmed by all the fighting, Baby John was much like Tybalt's peace keeping foil character, Mercutio. Lastly, Doc tried to help Tony and stop all the insanity around him like Friar Laurence. In both stories, comic relief occurred to keep the audienc...

Fayol’s Principles Of Management In Mcdonalds Essay

How Far Henri Fayols Principle Of Management Is Relevant With Contemporary Public Administration stepped down as director, he published his â€Å"14 Principles of Management† in the book â€Å"Administration Industrielle et Generale.† Fayol also created a list of the six†¦ Premium Principles Of Management aspects of Egyptian life were highly organized. There were much inefficiency, Principles of Management MGT503 VU  © Copyright Virtual University of Pakistan 2†¦ Premium Principles Of Management of corporate governance, many of whom are now very actual and applicable. FAYOLS PRINCIPLES OF MANAGEMENT First authority and responsibility are linked†¦ Premium Principles Of Management  new ideas, imagination and visions to the managers and the organisation. . Guide to research. Fayol’s principles of Management. . Division of work . Authority†¦ Premium Principles Of Management for any job, he should also have the concerned authority. Fayol’s principle  of management in this regard is that an efficient manager makes best possible use of his†¦ Premium Principles Of Management course presents the principles of management, emphasizing managerial functions and behavioural concepts and its practical applications in the organsation. Goals†¦ Premium Principles Of Management for any job, he should also have the concerned authority. Fayol’s principle of management in this regard is that an efficient manager makes best possible use of his†¦

Herodotus, the Greek Historian

Herodotus is known as  the father of history. We may think all the famous ancient Greeks came from Athens, but its not true. Like many important ancient Greeks, Herodotus was not only not born in Athens but wasnt even born in what we think of as Europe. He was born in the essentially Dorian (Hellenic or Greek, yes; but not Ionian) colony of Halicarnassus, on the southwest coast of Asia Minor, which at the time was part of the Persian Empire. Herodotus had not yet been born when Athens defeated Persia in the renowned Battle of Marathon (490 B.C.) and was only a young child when the Persians defeated the Spartans and allies at the Battle of Thermopylae (480 B.C.).​ Herodotus Homeland   Lyxes, the father of Herodotus, was probably from Caria, in Asia Minor. So was Artemisia, the female despot of Halicarnassus who joined Xerxes in his expedition against Greece in the Persian Wars. Following victories over the Persians by the mainland Greeks, Halicarnassus rebelled against foreign rulers. In consequence of his part in rebellious actions, Herodotus was sent into exile to the Ionian island of Samos (homeland of Pythagoras), but then returned to Halicarnassus around 454 to take part in the overthrow of Artemisias son, Lygdamis. Herodotus of Thurii Herodotus calls himself Herodotus of Thurii rather than Halicarnassus because he was a citizen of the pan-Hellenic city of Thurii, which was founded in 444/3. One of his fellow colonists was the philosopher, Pythagoras of Samos, probably. Herodotus Travels the Known World Between the time of the overthrow of Artemisias son Lygdamis and Herodotus settling in Thurii, Herodotus traveled around most of the known world.  Herodotus traveled to learn about foreign countries. He traveled to have a look, the Greek word for looking is related to our English word theory. He also lived in Athens, spending time in the company of his friend, the renowned writer of great Greek tragedy Sophocles. The Athenians so appreciated Herodotus writing that in 445 B.C. he awarded him 10 talents—an enormous sum. The Father of History Despite major shortcomings in the area of accuracy, Herodotus is called the father of history -- even by his contemporaries. Sometimes, however, more accuracy-minded people describe him as the father of lies. In China, another man earned the father of history title, but he was centuries later: Sima Qian. Herodotus Histories   Herodotus Histories, celebrating the Greek victory over the Persians, were written in the mid-fifth century B.C. Herodotus wanted to present as much information about the Persian War as he could. What sometimes reads like a travelogue, includes information on the entire Persian Empire, and simultaneously explains the origins (aitia) of the conflict, by reference to mythological prehistory. Even with the fascinating digressions and fantastic elements, Herodotus history was an advance over the previous writers of quasi-history, who are known as logographers.Sources East Is East And West Is West - Or Are They? National Stereotypes In HerodotusAncient History Sourcebook: 11th Brittanica: HerodotusCicero  De legibus 1.5: Herodotum patrem historiae