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Cooperative Learning, Reading, and the Third Grade
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This 5 page report discusses the use of cooperative learning to teach reading in a third grade classroom. Schools and teachers have an obligation to assure that the children they advance have reading skills commensurate with their academic advancements. Encouraging children to read in school can be aided by a number of cooperative processes such as book discussions, reading awareness programs, use of non-print media and other reading-related activities. Bibliography lists 5 sources.
Filename: BW3rdgd.rtf

Reading, History, and Cooperative Learning: Working Together for Success
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A 5 page paper discussing learning the subject of history by incorporating content reading and cooperative learning into the curriculum. By combining the various methods and approaches to learning, the student can expect to gain much more valuable information out of history, a subject often confined to lectures. The content area reading method is discussed and defined, as is the method of cooperative learning. Bibliography lists 6sources.
Filename: RAread.wps

Reading and Writing for the Autistic Child
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Autism is referred to as pervasive developmental disorder (PDD) and can be found in the Diagnostic and Statistical Manual of Mental Disorders. It has been found to be a disorder of the central nervous system with an early onset, generally before 30 months of age. Characteristics of the disorder include disturbance in language and cognitive skills, impaired social development, an insistence on sameness and stereotyped body movements. This 5 page paper asserts that the special education teacher has the responsibility to develop and, or, acquire the knowledge, programs and techniques that are geared specifically toward the autistic child and in enabling them to acquire the skills necessary to learn how to read and write. Bibliography lists 8 sources.
Filename: KTrrautc.wps

Teaching Reading to At Risk Students
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Teaching reading can be a difficult process for primary educators and Special Education educators alike. But the problem of teaching reading is compounded for at-risk populations, which include children with emotional and social disorders, individuals in impoverished communities and children who are speakers of other languages (SOLs). This 17 page paper considers the problem of instructing at-risk students with a particular focus on reading instruction. This paper also considers the issues that stem from children with minimal English proficiency, specific language impairments, and emotional and psychological disorders as these impact the process of learning to read. Bibliography lists 16 sources.
Filename: Atrisread.wps

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