By Diane H. Tracey EdD, Lesley Mandel Morrow PhD
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Extra info for Lenses on Reading: An Introduction to Theories and Models
When teachers work with students individually and in small groups they can also teach students to use line markers and their own fingers as pointers, which may also improve print perception. Much educational software is available to enhance students’ print perception. Software easily changes print size, font, and color. Students with special needs can sometimes read words more easily when these features of print are altered. Software that contains print-talking fea- 28 LENSES ON READING tures, such as Intellitalk, highlights words on a computer screen for students, and uses computerized technology to “read” the words to students as they are identified.
Early Roots 17 TEACHER’S ANECDOTE: MENTAL DISCIPLINE THEORY In listening in class and writing this paper I began to think of how some of these theories relate to my classroom experiences. Mental Discipline, the theory of exercising the mind, jumped right out at me. I was immediately brought back to the first day of school in September. I teach first grade, but those first few weeks of school in September are like teaching kindergarten again! I have to reteach many of the children how to write their letters and names again.
9). Below, a teacher comments on the way she sees Associationism reflected in her high school English instruction. TEACHER’S ANECDOTE: ASSOCIATIONISM Building on or retrieving prior knowledge is very important in many of my classes because so many students do not have many real-life experiences they can connect to in order to understand the texts we read. For example, several years ago I was going to read a story about a family that was involved in an avalanche on a skiing trip. I first asked students if anyone had ever been skiing.