Directions for PART II: Reflection Paper on all Special Topic Groups (33 points)
10.Possible factors impeding the student reading development in each of the reading components (phonics, phonological awareness, fluency, vocabulary, listening or reading comprehension) or the integration of these components.
11.Connections between information from different sources to recognize how characteristics of both language and cognitive development impact reading proficiency.
12.Examples to recognize the characteristics of proficient readers to more effectively differentiate instruction.
13.Analysis of how to use documentation to monitor student progress and use data to differentiate instruction for all students.
14.Hypothetical implementation of research-based practices in comprehension, oral language, phonological awareness, phonics, fluency and vocabulary to differentiate instruction for all students.
15.Use of an excellent example to explain how to implement research-based instructionalpractices for developing students’ higher order thinking.
16.Implications of how to implement research-based instructional practices using writing todevelop students’ comprehension of text.
17.How to hypothetically implement appropriate and allowable instructional accommodations as specified in the Individual Education Plan or 504-Plan when differentiating instruction for students with disabilities.
18.Ways to modify assessment and instruction for students with significant cognitive disabilities while maintaining high expectations for achievement that reflect appropriate levels of access to general education instruction.
19.Keep in mind to use this information in the Dialogic Reading/Research Project. How would you use this information with your focus child?
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