limited vocabulary, be able to read but not understand what they have read, or not remember what they have read.
(2) Writing Disability
Although research with regard to written expression lags behind that of reading, there is consensus that writing disabilities are multidimensional(Culvertson, 1998).
(3) Mathematics Disability
The clinical descriptions of children with mat
limited vocabulary, be able to read but not understand what they have read, or not remember what they have read.
(2) Writing Disability
Although research with regard to written expression lags behind that of reading, there is consensus that writing disabilities are multidimensional(Culvertson, 1998).
(3) Mathematics Disability
The clinical descriptions of children with mat
the proficiency level of each student. It covers general texts and activities. To complement this limitation, the activity book includes the activities for different levels. Within the same topic and contents, activities are different according to the level. For example, “Red” is for the students whose level is beginner, “Green” is for the intermediates, and “Blue” for the higher
1. About topic: Our Goal & Strategy
At first, our Plan was..
Adapt SWH format in experiment class
Lack of time
Too hard for middle school student s
So, We changed our plan
Find the practical way to adapt
Writing Activity in the science class
What kind of writings can
we adapt in the science class?
What are pro & cons of those
writings?
Ⅰ.Outline
1. Definition of Learning disability
The term "Learning Disabilities" usually refers to developmental problems in reading, writing, and arithmetic ―the "three Rs" of the classroom that are essential to learning as well as to everyday functioning.
2. Epidemiology
Prevalence of learning disabilities ranges from 2~10 percent of U.S. school children, with rates for b