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Full-Text Articles in Education
Effective Reading Instruction Strategies For Students With Significant Cognitive Disabilities, April Scruggs
Effective Reading Instruction Strategies For Students With Significant Cognitive Disabilities, April Scruggs
LC Journal of Special Education
Recent legislation and focus on research-based instruction has lead to a more unified drive to teaching students with significant cognitive disabilities how to read because we know now that most of these students can learn how to read through intensive instruction using a variety of different strategies to teach the essential components of reading (Browder et al., 2006). As reported by Browder et al. (2006, p. 393), the National Reading Panel (NRP, 2000), “identified five essential components of reading instruction: (a) phonemic awareness, (b) phonics, (c) fluency, (d) vocabulary, and (e) comprehension.” The purpose of this paper is to identify …
Handy Manny And The Emergent Literacy Technology Toolkit, Howard P. Parette, Jack Hourcade, Nichole Boeckmann, Craig Blum
Handy Manny And The Emergent Literacy Technology Toolkit, Howard P. Parette, Jack Hourcade, Nichole Boeckmann, Craig Blum
Jack Hourcade
This paper outlines the use of a technology toolkit to support emergent literacy curriculum and instruction in early childhood education settings. Components of the toolkit include hardware and software that can facilitate key emergent literacy skills. Implementation of the comprehensive technology toolkit enhances the development of these critical literacy skills in at-risk young learners.
Handy Manny And The Emergent Literacy Technology Toolkit, Howard P. Parette, Jack Hourcade, Nichole Boeckmann, Craig Blum
Handy Manny And The Emergent Literacy Technology Toolkit, Howard P. Parette, Jack Hourcade, Nichole Boeckmann, Craig Blum
Early and Special Education Faculty Publications and Presentations
This paper outlines the use of a technology toolkit to support emergent literacy curriculum and instruction in early childhood education settings. Components of the toolkit include hardware and software that can facilitate key emergent literacy skills. Implementation of the comprehensive technology toolkit enhances the development of these critical literacy skills in at-risk young learners.
Using Microsoft® Powerpoint™ To Support Emergent Literacy Skill Development For Young Children At-Risk Or Who Have Disabilities, Howard Phillips Parette, Jack J. Hourcade, Nichole M. Boeckmann, Craig Blum
Using Microsoft® Powerpoint™ To Support Emergent Literacy Skill Development For Young Children At-Risk Or Who Have Disabilities, Howard Phillips Parette, Jack J. Hourcade, Nichole M. Boeckmann, Craig Blum
Jack Hourcade
In the 21st century, “Digital Children” (Edyburn, 2002) are growing up in a world rich with technology, including cell phones, iPods, email, PalmPilots, Web sites, discussion boards, chat rooms, the Internet, and electronic toys and learning games (Siraj-Blatchford & Whitebread, 2003). Young children whose families use technology acquire knowledge of and skills in language and literacy in part through exposure to technology in the home (Jewitt, 2006). For example, McGee and Richgels (2006) observed that many young children become aware of the existence of print and its use by their families in their daily lives through screen presentations on the …
Using Microsoft® Powerpoint™ To Support Emergent Literacy Skill Development For Young Children At-Risk Or Who Have Disabilities, Howard Phillips Parette, Jack J. Hourcade, Nichole M. Boeckmann, Craig Blum
Using Microsoft® Powerpoint™ To Support Emergent Literacy Skill Development For Young Children At-Risk Or Who Have Disabilities, Howard Phillips Parette, Jack J. Hourcade, Nichole M. Boeckmann, Craig Blum
Early and Special Education Faculty Publications and Presentations
In the 21st century, “Digital Children” (Edyburn, 2002) are growing up in a world rich with technology, including cell phones, iPods, email, PalmPilots, Web sites, discussion boards, chat rooms, the Internet, and electronic toys and learning games (Siraj-Blatchford & Whitebread, 2003). Young children whose families use technology acquire knowledge of and skills in language and literacy in part through exposure to technology in the home (Jewitt, 2006). For example, McGee and Richgels (2006) observed that many young children become aware of the existence of print and its use by their families in their daily lives through screen presentations on the …