Download Children Don't Come with an Instruction Manual: A Teacher's by Wendy L. Moss PDF

By Wendy L. Moss

A guide for hassle-free institution lecturers protecting the big variety of behavioral and cognitive matters which can come up of their school rooms. supplies definitions and outlines of attainable underlying difficulties or issues which may suggested beside the point habit or disrupt a kid's studying, and acceptable intervention issues.

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Additional info for Children Don't Come with an Instruction Manual: A Teacher's Guide to Problems That Affect Learners

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Receptive language difficulties may include “difficulty understanding words, sentences, or specific types of words . . and deficits in various areas of auditory processing” (APA, 2000, Cognitive and Learning Challenges 29 p. 62). Moss and Sheiffele (1994) note that “auditory processing skills range from simple sound localization and discrimination to the multi-faceted task of comprehending complex language structures. Deficiencies can occur in varying degrees in any of these areas” (p. 89). These authors also note that deficits in verbal memory skills may impact one’s receptive language abilities.

In Eddie’s case his English reading skills were commensurate with his limited training in this subject area. 16 Children Don’t Come with an Instruction Manual The Research There have been a wide variety of definitions of learning disabilities, perhaps explaining why there have also been a wide variety of estimates regarding the incidence of learning disabilities among populations of children. However, it is estimated that about 5 percent of students are diagnosed as having a learning disability (APA, 2000) or as needing assistance due to a learning disability (Lerner, 2000) in school.

Shaywitz, B. , Fletcher, J. , & Shaywitz, S. E. (1995). Defining and classifying learning disabilities and attention-deficit/hyperactivity disorder. Journal of Child Neurology, 10 (Supplement No. 1), S50–S57. Sparrow, S. , & Gurland, S. T. (1998). Assessment of gifted children with the WISCIII. In A. Prifitera & D. H. ), WISC-III clinical use and interpretation: Scientist-practitioner perspectives (pp. 59–61). San Diego: Academic Press. Sternberg, R. , & Grigorenko, E. L. (2002). Difference scores in the identification of children with learning disabilities: It’s time to use a different method.

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