Current Political Discourse : An Objective Level Of Education

Levy, B. A., Abello, B., & Lysynchuk, L. (1997). Transfer from word training to reading in context: Gains in reading fluency and comprehension. Learning Disability Quarterly, 20(3), 173-188.

Reading, writing, and speaking is difficult for many people. In honest opinion, these subjects are hard for me. So, imagine the struggles for those students that have a learning disability and those who are learning English. Luckily, I attended a session at the LDA conference that promoted tips and strategies to help students with these subjects. Moreover, how to help both ELL students and students with learning disabilities access these curriculums. Session W32 by Linda Tilton showed me how to help students get organized and become active learners. Not only that, but how to give high interest review strategies to reinforce vocabulary, reading, and writing. As Linda stated, “These are the nuts and bolts to take back and use!” For example, she

Creating and implementing effective lessons for a literacy learner who is struggling with reading and writing takes much effort and appropriate resources. Throughout the Literacy Development course, I have gained much insight and resources that have become valuable tools in addressing students’ literacy needs. Each week, I conducted lessons and activities that targeted the needs of many students, but my initial focus on was on one particular student. His individual reading level, spelling development, and writing abilities were analyzed and the recorded data was used

This week both the NPR podcast, Political Discourse, and the summary of, The Moral Order of the Suburb discuss social distance and discourse. The podcast focuses more on sensationalizing political comments and opinions, while summary discusses the prevalent idea of moral minimalism in suburban life.

The article talks about how there are diverse ways to help children with disabilities learn to read. It talks about shorting the text, rewriting the text, making a summary, using pictures, and numerous other examples. It can be difficult to each student how to read so educators and other ones have come up with a way to help.

The article titled "Improving Expository Writing Skills with Explicit and Strategy Instructional Methods in Inclusive Middle School Classrooms" by David Cihak and Kristin Castle (2011) basically examines the potential effects of an intervention program on the writing skills of students with and without learning disabilities. As part of the study's methodology, the researchers decided to conduct the intervention program with forty-eight-grade students as participants. A number of these subjects were enrolled in Language Arts inclusion classrooms and forty-two percent of them received special education. The intervention to these students resulted in a positive note and the researchers concluded by suggesting its success in improving

The most hopeful intervention is early intervention. Classroom intervention and pullout remedial approaches have shown positive results. Prevention programs that focus on phonemic awareness, phonics, and meaning of text in reading instruction of early grades can reduce the base rates of at-risk dyslexic students to below five percent. It will also significantly improve the core reading skills of the weakest readers in early grades. For older students, intervention programs that are described as strategy based and direct instruction have been most effective for their grade level. The combination program has been evaluated with sever dyslexic students in randomized experimental designs with control groups. This approach resulted in better standardized reading measures. Students with word-reading abilities below the fifth percentile before the implementation of the explicit programs tested in the average range of word identification following the interventions (Shaywitz, Morris, & Shaywitz,

he most fundamental responsibility of schools is teaching students to read. Indeed, the future success of all students hinges upon their ability to become proficient readers. Recent scientific studies have allowed us to understand more than ever before how literacy develops, why some children have difficulty, and what constitutes best instructional practice. Scientists now estimate that fully 95 percent of all children can be taught to read. Yet, in spite of all our knowledge, statistics reveal an alarming prevalence of struggling and poor readers that is not limited to any one segment of society:

290). A more board implication is that students who have reading difficulties will likely need intensive intervention. Decoding, fluency and reading comprehension can be the focus of these interventions which allow students to opportunity to work on their reading deficits. The selection of appropriate programs is also an important aspect of intervention, “selection of programs that are appropriate for student’s reading levels, and using mastery tests and other progress monitoring measures to determine how quickly students can proceed through a program or when a change of emphasis is warranted” (pg. 290). Through proper data collection and analysis, appropriate and comprehensive programs are able to be created and used to increase a student’s reading

By students reading aloud, we were able to practice the student's fluency and determine students accuracy within their decoding processes. The majority of students decoded at a fifth-grade level. Students who struggled with decoding were provided interventions within the resource room at the school. I noticed that students who remained in the classroom showed more progress throughout the year. Students provided with interventions continued to struggle with the fluency component of reading. For next time, I would like to be able to provide more in class interventions that target students needs based on reading fluency and comprehension.

The aim of this paper is to analyze the discourse of politicians across cultures, by looking at American President Obama and Former Canadian Prime Minister Stephen Harper, and their discourse as politicians depending on identity and grammar. The reason behind choosing this topic of interest is to learn if politicians portray a certain identity based on the role they are being. As well if that political identity changes depending on culture, even of neighbouring countries like the United States and Canada. Looking at this is interesting because they are leaders, and I want to know if this particular identity plays a part in how they portray themselves as leaders of their country.

Year after year, teachers observe students who enter into their classroom without the ability to read. The inability to read effects every area of a student’s education. The

As the Sociolinguistic theory suggests, preschool-aged students can be at risk to develop a reading disability if they do not acquire high-quality oral language foundations (Tracey & Morrow, 2006). The effort to create and implement early intervention programs is driven by the idea that it easier to prevent reading problems than to attempt to remediate them in the later grades. The Interactive Strategies Approach is a comprehensive and highly responsive approach to instruction and intervention for struggling readers in the primary grades. It has features in common with and different from contemporary approaches to intervention.

The author wrote, “Children who have been taught they are smart have no difficulty. They have been happily telling testers what they want to hear for twelve years. Being artists at telling tester what they want to hear, they are admitted to college joyously, where they promptly learn that they are the hope of American.”(225). It is likely that reading and writing assignments will be challenging for these students.they need to be taught to read with a whole language approach, where they write stories from their experience and then learn to write the words they have written as whole words in context.

Students with specific learning disabilities usually have challenges in acquiring reading and language skills. According to the Individuals with Disabilities Education Act (IDEA), a child may be determined to have specific learning disability only if he/she is found to have a discrepancy in oral expression, listening comprehension, written expression, basic reading skill, reading comprehension, and reading fluency skills (Kranzler, & Floyd, 2013). Therefore, according to the IDEA (2004), it is important for special education teachers and administrators, as well as regular