Holly Lane of the University of Florida provided participants at the Division for Learning Disabilities conference with explicit and systematic instructional practices that they can use to enhance children’s vocabularies. Speaking at the conference held in Charleston (SC; US), Holly explained that many children’s reading comprehension is constrained by, among othes, two factors: fluency and vocabulary. Of these two, research shows that the effects of fluency eventually top out; once one becomes a fluent reader, then the gains from increasing fluency are limited (a ceiling effect). However, gains in comprehension from increases in vocabulary can continue, because one’s vocabulary can continue to grow. In this picture, Holly is responding to a question from a participant. We hope to have more about Holly’s presentation available via TeachingLD.org
Daily Archive for November 8th, 2005
At the Division for Learning Disabilities conference in Charleston (SC; US), Paul Morgan of Pennsylvania State University provided a workshop about Peer-Assisted Learning Strategies (PALS) for arithmetic instruction for young children. In his presentation he gave particiapting teachers an overview of the research supporting the use of PALS (there is a lot of empirical evidence demonstrating PALS’s beneficial effects on children’s performance) as well explicit training about how to implement Math PALS activities (they got to practice the activities and receive feedback).
The picture shows Paul responding to a question. People interested in obtaining PALS materials may order them from the PALS Website at Vanderbilt University. I hope to have an brief version of Paul’s presentation available at TeachingLD.org
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