Nair, P., & Said, N. (2020). The Effect of Graphic Organizer (KWL Chart) on Young Learners' Reading Comprehension in an ESL Setting. International Journal of Management and Humanities.
Using visual aids, such as pictures, diagrams, and charts, allows for additional processing time and supports learners by breaking down a skill into more manageable parts.
Casler-Failing, S. (2002). Multimodal and hands-on strategies to promote mathematical knowledge and skill development in students with a special focus on English language learners. Unpublished manuscript, University at Albany, SUNY, Albany, NY.
Meyer, N. K., & Bouck, E. C. (2014). The impact of text-to-speech on expository reading for adolescents with LD. Journal of Special Education Technology, 29(1), 21-33.
Sutherland, K. S., Lewis-Palmer, T., Stichter, J., & Morgan, P. L. (2008). Examining the influence of teacher behavior and classroom context on the behavioral and academic outcomes for students with emotional or behavioral disorders. The Journal of Special Education, 41(4), 223-233.
Stang, K. K., Carter, E. W., Lane, K. L., & Pierson, M. R. (2009). Perspectives of general and special educators on fostering self-determination in elementary and middle schools. The Journal of Special Education, 43(2), 94-106.
Schneider, J. J., & Jackson, S. A. (2000). Process drama: A special space and place for writing. The Reading Teacher, 54(1), 38-51.
When teachers devote special attention to patterning, students are better able to identify, replicate, and extend patterns, which are foundational for Proportional Reasoning.
When teachers devote special attention to patterning, students are better able to identify, replicate, and extend patterns, which are foundational for Proportional Reasoning.
Teachers can create a quiet classroom by reducing background noise, which promotes increased Attention towards learning.
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