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Ịgụ ihe

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Nkuzi agụmagụ bụ ihe mgbakwunye agụmagụ nke na-eme na mpụga usoro ọmụmụ agụ akwụkwọ. Ọ na-enwekarị ụdị usoro a na-agbanwe agbanwe ma nwee ike ime n'ụlọ akwụkwọ, cent nkuzi

Ebe nkuzi na-ewere ọnọdụ

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  • .
  • Ndị ọkachamara: Ụdị onye nkuzi a ga-enwe asambodo nkuzi, asambodo ọgụgụ, na / ma ọ bụ asambodo ọkachamara n'ịgụ[1]
  • Paraprofessionals: Ụdị onye nkuzi a nwere ike ịbụ na a zụrụ ya n'akụkụ ụfọdụ nke nkuzi ịgụ akwụkwọ, mana enwetabeghị asambodo, ha enweghịkwa asambodo. [2]Lee: Onye nkuzi na-arụ ọrụ
  • Ndị ọrụ afọ ofufo: Onye nkuzi nwere ike ịbụ onye ọrụ afọ ofufu a zụrụ iji rụọ ọrụ ọgụgụ.
  • Ndị òtù ezinụlọ: Enwere ike iwere onye òtù ezinụlọ dị ka onye nkuzi mgbe ha na-etinye n'ọrụ nkuzi ụfọdụ na nwatakịrị n'oge ha na-agụ akwụkwọ n'ụlọ.
  • Automated: Nnyocha nkwupụta nke okwu na-akwado ntụziaka ịgụ na ngwaahịa dịka Microsoft Teams na site na Amira Learning.[3][4]

Iwu US nke na-emetụta nkuzi ịgụ ihe

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. [5][6].[7][8]

Nnyocha banyere ịdị irè nke nkuzi ịgụ

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A na-eme ọtụtụ n'ime nyocha ndị a pụrụ ịchọta na mmemme nkuzi na ụlọ akwụkwọ ọta akara, ma ọ bụ klas mbụ, site na ọkwa nke atọ. N'ozuzu, nchọpụta na-achọpụta na ụmụ akwụkwọ a na-akụziri na-arụ ọrụ nke ọma na nyocha ọgụgụ na ngwụcha afọ ma e jiri ya tụnyere ndị ọgbọ ha na-enweghị nkuzi. [9][10]A na-ejikarị nkuzi ịgụ akwụkwọ eme ihe maka ụmụ akwụkwọ ndị a na-ewere dị ka ndị nọ n'ihe ize ndụ ma ọ bụ ndị nọ n"okpuru ọkwa ha n'ịgụ ihe. Iji nweta nsonaazụ dị elu maka ụmụ akwụkwọ, ndị nkuzi - ndị ọrụ afọ ofufo, ndị ezinụlọ, na ndị ọrụ - ga-enweta ọzụzụ nke ọma na usoro mgbazi ịgụ akwụkwọ.[11][12][13][14]

Ihe atụ nke usoro mgbazi

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  • Gwa nwa akwụkwọ ka ọ nụ okwu a na-amaghị ama nke na-eme mgbe niile, ma na-enye naanị ụda, ma ọ bụ okwu ahụ dum, ozugbo nwa akwụkwọ ahụ nwara n'onwe ya. Mgbe ahụ ka nwa akwụkwọ ahụ na-eme okwu ahụ n'onwe ya, mgbe ahụ na ahịrịokwu a hụrụ ya na[15]
  • Chetara nwa akwụkwọ iwu ndị nwere ike inyere ha aka ịchọpụta otu esi akpọpụta okwu n'ụzọ ziri ezi[16]
  • Nye okwu na-adịghị mma. Mgbe ahụ ka nwa akwụkwọ ahụ na-eme okwu ahụ n'onwe ya, mgbe ahụ na ahịrịokwu a hụrụ ya na[17]

Ndị nne na nna dị ka ndị nkuzi

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Enwere nsonaazụ na-emegiderịta onwe ha na nyocha na isiokwu a. Otu nnyocha chọpụtara na ndị nne na nna na-eji akwụkwọ ụmụaka ma ọ bụ ihe ụlọ akwụkwọ enweghị mmetụta dị ukwuu na ọkwa ọgụgụ nwata ahụ (Powell-Smith et al., 2000). [18]Nnyocha ndị ọzọ achọpụtala na mgbe a na-azụ ndị nne na nna na usoro nkuzi kwesịrị ekwesị ha nwere ike imetụta ọkwa ọgụgụ nke nwa ha.[19][20][21][22]

Ihe atụ nke mmemme nkuzi ịgụ ihe a na-etinye n'ọrụ

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  • Onye ọ bụla A Reader: San Diego, California ("Onye ọ bụla a Reader," n.d.) [23][24]
  • Malite Ime Onye Na-agụ Taa (SMART): Oregon ("Mmalite Ime," n.d.) [25][26]
  • Ndị mmekọ na-agụ: California, Colorado, Washington, Minnesota, North Carolina, South Carolina, Oklahoma, Texas, Maryland, New York, na Washington, DC[27][28]

Edensibia

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  1. ↑ How to Become a Reading Specialist: Career and Salary Information. Retrieved on 9 August 2017.
  2. ↑ Paraprofessional. Merriam-Webster Dictionary. Merriam-Webster.
  3. ↑ Tholfsen. "Reading Coach in Immersive Reader plus new features coming to Reading Progress in Microsoft Teams", Techcommunity Education Blog, Microsoft, 9 February 2023. Retrieved on 12 February 2023. (in en)
  4. ↑ Banerji. "Schools Are Using Voice Technology to Teach Reading. Is It Helping?", EdSurge News, 7 March 2023. Retrieved on 7 March 2023. (in en)
  5. ↑ America Reads Challenge Act of 1997 (22 May 1997). Retrieved on August 4, 2017.
  6. ↑ Elementary & Secondary Education (en). United States Department of Education. Archived from the original on Sep 20, 2003. Retrieved on 19 August 2023.
  7. ↑ Baker (2000). "When Less Becomes More: A 2-Year Longitudinal Evaluation of Volunteer Tutoring Program Requiring Minimum Training". Reading Research Quarterly 35 (4): 494–519. DOI:10.1598/RRQ.35.4.3. 
  8. ↑ Every Student Succeeds Act (ESSA) | U.S. Department of Education.
  9. ↑ Baker, Gersten, & Keating (2000). "When Less May Be More: A 2-Year Longitudinal Evaluation of a Volunteer Tutoring Program Requiring Minimal Training". Reading Research Quarterly 35 (4): 494–519. DOI:10.1598/RRQ.35.4.3. 
  10. ↑ Vadasy, Sanders, & Peyton (2005). "Relative Effectiveness of Reading Practice or Word-Level Instruction in Supplemental Tutoring: How Text Matters". Journal of Learning Disabilities 38 (4): 364–380. DOI:10.1177/00222194050380041401. PMID 16122070. 
  11. ↑ Baker, Gersten, & Keating (2000). "When Less May Be More: A 2-Year Longitudinal Evaluation of a Volunteer Tutoring Program Requiring Minimal Training". Reading Research Quarterly 35 (4): 494–519. DOI:10.1598/RRQ.35.4.3. 
  12. ↑ Vadasy, Sanders, & Peyton (2005). "Relative Effectiveness of Reading Practice or Word-Level Instruction in Supplemental Tutoring: How Text Matters". Journal of Learning Disabilities 38 (4): 364–380. DOI:10.1177/00222194050380041401. PMID 16122070. 
  13. ↑ Wasik (1998). "Volunteer Tutoring Programs in Reading: A Review". Reading Research Quarterly 33 (3): 266–291. DOI:10.1598/RRQ.33.3.2. 
  14. ↑ (1982) "An Evaluative Survey of Reading/Tutoring Programs Using Paraprofessionals". Journal of Reading 25 (6): 554–558. 
  15. ↑ Vadasy, Sanders, & Peyton (2005). "Relative Effectiveness of Reading Practice or Word-Level Instruction in Supplemental Tutoring: How Text Matters". Journal of Learning Disabilities 38 (4): 364–380. DOI:10.1177/00222194050380041401. PMID 16122070. 
  16. ↑ Vadasy, Sanders, & Peyton (2005). "Relative Effectiveness of Reading Practice or Word-Level Instruction in Supplemental Tutoring: How Text Matters". Journal of Learning Disabilities 38 (4): 364–380. DOI:10.1177/00222194050380041401. PMID 16122070. 
  17. ↑ Vadasy, Sanders, & Peyton (2005). "Relative Effectiveness of Reading Practice or Word-Level Instruction in Supplemental Tutoring: How Text Matters". Journal of Learning Disabilities 38 (4): 364–380. DOI:10.1177/00222194050380041401. PMID 16122070. 
  18. ↑ Powell-Smith, Shinn, Stoner, & (2000). "Good Parent Tutoring in Reading Using Literature and Curriculum Materials: Impact on Student Reading Achievement". School Psychology Review 29 (1): 5–27. DOI:10.1080/02796015.2000.12085995. 
  19. ↑ Leach, David J., & Siddall, Susan W. (1990). "Parental Involvement in the Teaching of Reading: A Comparison of Hearing Reading, Paired Reading, Pause, Prompt, Praise, and Direct Instruction Methods". British Journal of Educational Psychology 60 (3): 349–355. DOI:10.1111/j.2044-8279.1990.tb00951.x. 
  20. ↑ Erion & Ronka (2004). "Improve Reading Fluency with Parent Tutoring". Teaching Exceptional Children Plus 1 (2). 
  21. ↑ Daly & Kupzyk (2012). "An Investigation of Student-Selected and Parent-Delivered Reading Interventions". Journal of Behavioral Education 21 (4): 295–314. DOI:10.1007/s10864-012-9149-x. 
  22. ↑ Resetar, Noell, Pellegrin, & D'Amato (2006). "Teaching Parents to Use Research-Supported Systematic Strategies to Tutor Their Children in Reading". School Psychology Quarterly 21 (3): 241–261. DOI:10.1521/scpq.2006.21.3.241. 
  23. ↑ Everyone a Reader Volunteer Program.
  24. ↑ San Diego County Office of Education Everyone A Reader Program Celebrates Ten Years of Excellence. Retrieved on August 4, 2017.
  25. ↑ Start Making a Reader Today. Retrieved on August 4, 2017.
  26. ↑ Start Making a Reader Today. Retrieved on August 4, 2017.
  27. ↑ Reading Partners. Retrieved on August 4, 2017.
  28. ↑ Kruglaya (3 March 2015). Mobilizing Volunteer Tutors to Improve Student Literacy. Retrieved on August 4, 2017.
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