Oral Language, Sensory
Group reading is a common practice in guided reading. Students follow along with each other and remain on the same page of a book while each student reads one at a time in turn. The purpose of group reading is to teach reading skills. Students must be able to decode words and to read fluently.
During story time teachers typically read stories or books to a full class of students. Students are required to manage their behaviour and attention to the story.
Vocabulary is the understanding of word meanings. Understanding the meaning of words is applicable to reading, writing, math, and oral language. This can be defined as the number of words a person recognizes (breadth) as well as the level at which the person understands and uses them.
Reading Comphrehension Activities
Reading comprehension is the ability to understand what one has read. It requires the ability to decode words, and to fluently read as well as strategies to make connections to what one has read.
Blackboard instruction typically involves a combination of oral presentation of information by a teacher in combination with visual displays. Blackboard instruction is typically presented to entire classes of students.
Carpet time is common in the younger elementary grades. It requires students to sit still and to focus on the instruction being provided by their teacher.
Lecturing typically invovles a teacher presenting information to a class orally. Students must listen to and comprehend the information that is being presented, and are often required to take notes.
Cooperative learning is taking place any time students are working together on a project or other task. It requires oral communication and the ability to get along with others.
Paper and Pencil Work
Paper and pencil tasks require students to be able to use a writing instrument (fine motor skills), to be able to read the worksheet that they must complete, and to have written expression skills.
Description of field
Auditory Discrimination and Hearing, Video
Executive Functioning, or EF, is the ability to make plans, organize, self monitor, and reflect on errors. While there are no current techs for EF, the broad skill "Organization" is a good place to support children with EF difficulties.
Word problems present information students must use to find the solution as written text. Word problems are complex to master and involve a number of academic and cognitive skills, including reading, numerical operations and applications, organization, and memory skills, among others. The National Council of Teachers of Mathematics has identified problem solving as one of the five process standards that are necessary for students to master because without problem solving, students only learn how to compute, rather than why and when to use these computational mathematics skills (Browder et al., 2017). Students with Learning Disabilities often struggle the most with word problems.
Numeric Operation and Fluency
Numeric Operations are core mathematics skills, which include the ability to compute the solutions to a variety of problems including addition, subtraction, multiplication and division.
Time management refers to ways to schedule such that the individual has some way of reminding themselves for activity transitions, recording time spent, and or staying on task.
Assistive technologies exist to help individuals with limited vision or complete vision loss to read text. While users may rely mainly on one of the available assistive technology, many users report using a combination of the available assistive technologies depending on the length, organization, and context of the text file that they are required to read (D'Andrea, 2012).
Hearing is the ability to perceive sounds. Individuals’ verbal and social development are hindered by even mild hearing impairments (Jesitus, 2014), therefore it is important to assess for and accommodate for hearing impairment using assistive technologies as early as possible.
Graphomotor skills refer to the broad combination of skills that make up the process of putting ideas into written text (e.g., handwriting). Consultation with an Occupational Therapist is advised.
These devices can assist individuals who need assistance inputting information into a computer due to challenges with whole-body coordination. Consultation with an Occupational Therapist is advised.