Accomodating learners

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With her pigtails swinging side to side, Alex looked up at her teacher and proudly proclaimed that her bear Amy had been to every doctor's visit since she was born.Not to be outdone, Ross jumped up and shouted that his bear had been around the world at least 20 times when it was accidentally left on an airplane.At that time I was teaching learners with dyslexia full time, and parents were frequently asking me if their children should not be taken out of language learning.Statements such as, “Well, if they can't learn to read and write in their own language, how will they ever cope with learning French, German or whatever?” I did not know the answer to this question and sought to find it.All searches in the UK were negative and it appeared that very few of the recommendations that were being made in Scotland had any research foundation.Information processing theories encompass individuals' preferred intellectual approach to assimilating information, and includes David Kolb's model of information processing, which identifies two separate learning activities: perception and processing.Social learning theories determine how students interact in the classroom and include Reichmann's and Grasha's types of learners: independent, dependent, collaborative, competitive, participant, and avoidant.

Slightly older students can play reading catch by decoding ping pong balls printed with sight words or spelling words their partners toss to them.

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Across town at the local high school, a different story is playing out in the classroom.

In a history class, students in the back have their arms stretched out across the desk, head on one arm—napping or listening?

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