This strategy can also support the practice of culturally responsive teaching and can be used with other strategies that allow representation of all learners in the curriculum.
This kind of stimulation also helps meet the needs of learners who seek additional sensory input to better support their learning.
Short, D. J., & Fitzsimmons-Doolan, S. (2007). Double the work: Challenges and solutions to acquiring language and academic literacy for adolescent English language learners.
Capell, M. (2016). Interweaving letters and sounds: The impact of phonics instruction in English on the oral production and symbolic representation of sounds among university-level L2 English learners. [Unpublished master's thesis]. Universidad Nacional De Cordoba Facultad De Lenguas.
Thus, Reading Fluency may pose a challenge for adolescent learners with dyslexia who may have difficulty with many of these underlying reading components.
When learners work independently to repeatedly recall and practice (retrieval practice) new material, they become fluent in the skill and are able to recall it automatically.
This strategy can also support the practice of culturally responsive teaching and can be used with other strategies that allow representation of all learners in the curriculum.
This strategy can also support the practice of culturally responsive teaching and can be used with other strategies that allow representation of all learners in the curriculum.
Hudson, T. (2017). Six strategies to reach, teach, and close math gaps for Latino English language learners in elementary and middle school. Bellevue, WA: DreamBox Learning.
Duhaney, L. M. G., & Duhaney, D. C. (2000). Assistive technology: Meeting the needs of learners with disabilities. International Journal of Instructional Media, 27(4), 393-401.
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