Teaching Basic Reading and Spelling

Walker, Jean

doi:10.1007/978-1-4615-4169-1_5

Cited by 8 publications

(2 citation statements)

References 3 publications

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“…Similarly, Lewis and Norwich refer to Read (2005), who discusses a number of multisensory intervention programmes, focusing particularly on Walker's (2000) review, which concludes, according to Read, that:…”

Section: Policy Trendsmentioning

confidence: 99%

Inclusive pedagogy and knowledge in special education: addressing the tension

Mintz

Wyse

2015

International Journal of Inclusive Education

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There has been an increasing focus in policy and practice on adopting inclusive pedagogy as a way of reconceptualising how schools work with children with special educational needs (SEN). The paper considers the split between knowledge and pedagogy inherent in some dominant strains of inclusive pedagogy. Drawing on the 'knowledge turn' in curriculum studies, we argue that although an analytical distinction between knowledge and pedagogy may be useful, too strong a delineation between the two fails to best serve the needs of children with special needs. Specific implications for teacher education in relation to SEN in England are considered.

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Section: Policy Trendsmentioning

confidence: 99%

Inclusive pedagogy and knowledge in special education: addressing the tension

Mintz

Wyse

2015

International Journal of Inclusive Education

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“…In addition, reading is a cognitive activity because there is a conversation between the readers and the author through the text. Therefore, reading strategies which are considered as one of the features of cognitive psychology are essential for a successful comprehension (May, 2001;Walker, 2000in Otman & Zare, 2013Zare, 2013).…”

Section: Introductionmentioning

confidence: 99%

Using Storytellling to Enhance Students’ Interests in Reading

Anggraini

2021

(JEEP)

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This research explores the use of storytelling to enhance students interests in reading. It was argued that the use of storytelling would provide students with the powerful tool used in the classroom. A case study methodology was used in this research and this research was conducted at the tenth grade of Vocational School in A Regency. It took an English Teacher who teaches reading class and 35 students as samples who were chosen by purposive sampling. The conclusion of the study shows that the implementation of storytelling is conducted by practice storytelling and teacher’s perception and students’ responses shows that storytelling can enhance students’ reading in classroom. Based on these research findings, it is recommended that the teacher can use storytelling in teaching reading to Senior High School students. Furthermore, the storytelling enhances students in reading. Keywords: interest, reading, reading comprehension, reading skill, storytelling

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References

2016

Dyslexia

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Teaching Basic Reading and Spelling

Cited by 8 publications

References 3 publications

Inclusive pedagogy and knowledge in special education: addressing the tension

Inclusive pedagogy and knowledge in special education: addressing the tension

Using Storytellling to Enhance Students’ Interests in Reading

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