Reading Disability

A reading disability is a type of learning disability caused by neurological factors that affect the ability of a child to read normally (Safford, 2006). Reading disabilities impair the ability of a person to read according to the expected level.Advertising We will write a custom essay sample on Reading Disability specifically for you for only $16.05 $11/page Learn More A reading disability is also referred to as dyslexia and can affect any child including those with normal levels of intelligence. Children with reading disabilities are faced with a lot of challenges when it comes to learning (Safford, 2006). Children with reading disabilities have persistent difficulties when it comes to using their decoding strategies and therefore completely rely on their whole memory for reading. This affects their fluency in reading and consequently their understanding of text becomes very difficult. Children with reading disabilities read slowly due to their difficu lties with spelling and phonological processing. The visual and verbal response of children with reading disability is also very poor and in the process affects their manipulation of sounds (Hatcher, 1999). The reading accuracy and comprehension of children is normally impaired by the reading disability and therefore affecting their academic life. Students with reading disabilities should be given extra time to complete assignments and examinations. Reading disabilities can be partially inherited or can be caused by physical damage to the brain (Hatcher, 1999). According to research findings, reading disabilities can be caused by gene mutations that lead to writing and reading deficits. Children with visual problems tend to experience reading disorders in many occasions compared to those without visual problems (Hatcher, 1999). The nervous system of a person is very important in coordinating the brain and visual processes.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More In case any of the brain and visual processes is interfered with, children are bound to have difficulties with their reading abilities. Children with language deficits may also experience difficulties when reading (Konza, 2006). Neurological difficulties and the impairment of sensory nerves are among the physiological factors that cause reading impairments (Konza, 2006). The reading success of parents is a fundamental hereditary factor that can cause reading disabilities. The intellectual environment created by parents plays a significant role in determining whether their children experience reading disabilities or not (Konza, 2006). Phonological processing and word recognition are in most cases influenced by genetics. Racial identification and other socioeconomic factors can influence the reading abilities of a child. The learning strategies used by learning institutions can also affect the ability of children to read and comprehend information (Torgesen, 2002). Regular practice is needed for students to sharpen and perfect their reading skills. Children with reading disabilities have certain characteristics that distinguish them from normal children (Torgesen, 2002). Identification of single words is the first difficulty that children with reading difficulties experience. Children with reading disabilities also find it difficult to understand rhymes and other sounds in words. This group of students also experience difficulties with spelling and comprehension of reading materials (Torgesen, 2002). Children with reading disabilities are always unable to read at a faster rate whether silently or orally. Children with reading disabilities may omit or substitute words when reading. The spoken language of children with reading disabilities is normally delayed and their written expression is also very poor. Reading disabilities makes children to be mixed up when it comes to directions and oppos ites. Decoding syllables is among the major challenges of children with reading disabilities (Konza, 2006).Advertising We will write a custom essay sample on Reading Disability specifically for you for only $16.05 $11/page Learn More Reversal of words is a common characteristic of children with reading disabilities. Associating syllables with specific sounds is another problem for children with reading disabilities. The functioning of brain hemispheres affects the reading speed of children. It is important to evaluate the reading abilities of children on a regular basis in order to diagnose any kind of reading disabilities as early as possible (Malmquist, 1958). It is important to consider the fact that reading disabilities are not related to low intelligence. The languages spoken at school and the child’s home are among the things considered when evaluating a child’s reading abilities. Cultural factors and educational opportunities also i nfluence the reading abilities of children. It is possible for a child to compensate for a reading disorder through early intervention (Malmquist, 1958). The severity of a reading disability and the kind of help they receive determine whether the case can be improved or not. The self-esteem of children with reading disabilities is normally very low and the situation can become worse if teachers and the immediate family do not offer their support towards improving the child’s condition. It is possible to overcome a reading disorder if the condition is detected before the child reaches grade three (Konza, 2006). Children with reading disabilities may lack interest in learning activities which leads to poor academic performance. One of the best interventions for children with reading disabilities is to improve their word recognition skills (Konza, 2006). It is important for students with reading disabilities to learn how to recognize real words as the first step towards improvin g their reading abilities (Hatcher, 1999). Teachers should help this group of students to improve their word recognition skills to supplement their sound recognition skills. Phonemic awareness, word attack skills, phonics and decoding are some of the areas that this type of intervention aims at improving (Hatcher, 1999). Teachers and other professionals use direct instructions as the best method of teaching children with reading disabilities word recognition skills.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Direct instructions involve repetition practices that ensure that the children completely perfect their word recognition skills. Regular practice is the key to improving word recognition skills for children with reading disabilities (Safford, 2006). The instructional components of improving word recognition skills include sequencing, segmentation and advanced organizers. The sequencing component involves breaking down reading tasks. This helps in matching students with the level of their reading disability. The teachers arrange for short sessions where students are able to read, review and underline new words in a passage. The second instructional component under this intervention is segmentation where the various skills being taught to students are broken down into segments for quick understanding of the reading tasks. Advanced organizers enable students to get familiar with the learning instructions in advance before the actual lessons (Safford, 2006). It is essential to improve t he comprehension skills of students as they learn how to recognize words. The reading program of children with reading disabilities should be constantly evaluated to ensure the programs deliver the expected results. Children with reading disabilities encounter a lot of challenges and should therefore be given some special attention when it comes to school assignments and examinations (Safford, 2006). It is important to accommodate this group of students for them to feel loved and appreciated. Students with reading disabilities can not compete at the same level with normal students. Their reading speed is slow and this should be compensated by allowing them some extra time to complete their assignments and examinations (Konza, 2006). The level of reading disability should be used to determine the amount of extra time that children with reading disabilities should be added. It would be very unfair and inhuman to expect children with reading disabilities to compete at the same level wi th normal children. According to research findings, children with visual problems have high chances of encountering problems in their reading. The extra time enables children with reading disabilities to understand questions at their speed and be able to answerer them according to their level (Konza, 2006). Children with reading disabilities end up not completing their assignments and examinations in a case where they are not given some extra time. Their reading and writing speed is very slow and therefore can not allow them to finish their assignments and examinations within the normal time (Konza, 2006). In conclusion, reading disabilities are a reality and parents in collaboration with teachers should look for ways of ensuring that children with this kind of disability are given enough support (Torgesen, 2002). Genetic and physiological factors are among the major causes of reading disabilities among children. It is important for parents and teachers to detect any kind of reading disabilities as early as possible so that proper measures can be taken to prevent the situation from getting worse. Helping students with reading disabilities to perfect their word recognition skills is among the basic interventions for children with reading disabilities (Torgesen, 2002). Children with reading disabilities should be given extra time in order to complete assignments and examinations because they can not compete at the same level with normal children (Hatcher, 1999). Accommodating children with reading disabilities helps in improving their self-esteem and academic performance. References Hatcher, P. (1999). Phonemes, rhymes, and intelligence as predictors of children’s responsiveness to remedial reading instruction: Evidence from a longitudinal intervention study. Journal of Experimental Child Psychology, 72(2), 130-153. Konza, D. (2006). Teaching students with reading difficulties. New York, NY: Cengage Learning Australia. Malmquist, E. (1958). Factors relate d to reading disabilities in the first grade of elementary school. New York, NY: Almqvsit Wiksell. Safford, P. (2006). Children with disabilities in America: A historical handbook and guide. New York, NY: Greenwood Publishing Group. Torgesen, J. (2002). The prevention of reading difficulties. Journal of School Psychology, 40(1), 7-26. This essay on Reading Disability was written and submitted by user Bryant B. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Comparing Ramayana and the Odyssey Essays

Comparing Ramayana and the Odyssey Essays Comparing Ramayana and the Odyssey Essay Comparing Ramayana and the Odyssey Essay Essay Topic: The Odyssey The Ramayana and the Odyssey have many things in common. One thing specifically similar between The Odyssey and The Ramayana is the experiences of Sita from The Ramayana and Odysseus from The Odyssey. Their adventures are parallel. Sita and Odysseus went through very similar struggles during their journeys and when they returned home to their spouses. Odysseus is the obvious hero of the Odyssey while Sita is an unexpected hero for with standing torture from Ravana and staying true to her spouse. Sita and Odysseus were both held captive by powerful characters of the opposite gender. Sita was kidnapped by the creature with ten heads named Ravana. Odysseus was held captive on an island by the beautiful Calypso. Odysseus tries to resist Calypso and go home, â€Å"Ah great goddess, don’t be angry with me, please. All that you say is true, how well I know. Look at my wise Penelope. She falls far short of you, your beauty, and stature. She is mortal after all and you, you never age or dieNevertheless I long – I pine, all my days – to travel home and see the dawn of my return. And if a god will wreck me yet again on the wine-dark sea, I can bear that too, with a spirit tempered to endure. Much have I suffered, labored long and hard by now in the waves and wars. Add this to the total – bring the trial on!† (Homer, 159) This quote not only shows his loyalty to his wife and his genuine attempt to resist Calypso but it is also very romantic. He is exp laining to Calypso that even though she is perfect and doesn’t age and that Penelope, his wife, could not match her beauty, he still loves Penelope and wants to go home to her. This conflict is similar to Ravana and Sita, who has been taken from her loved one, Rama. Ravana’s relationship with Sita is very similar to the relationship between Calypso and Odysseus. Ravana obsesses over Sita. He asked Soorpanaka to stir an image up of Sita and when she did Ravana fell deeply in love with Si

Marketing Effectives Essay Example | Topics and Well Written Essays - 1000 words

Marketing Effectives - Essay Example The first measure of marketing effectiveness that organization can rely on when making assessment is the conversion rate. It is a measure of the proportion of guests to ones marketing site who prove to respond to the action used by the marketing strategy. For instance, a firm’s marketing policy may entail people visiting the firm’s site where they are to access some information through signing up. In this case, the guests to the site may access the site but fail to sign up, or they may sign up. This measuring metric considers a marketing move successful when the visitors to the site click through the link and sign up to view the entire marketing material (McDonald, 2011). The second measure of marketing effectiveness is the number of lead generations or inbound links. Having a marketing site is a key necessity if the process is to be conducted through the internet and it is determined to be successful (McDonald, 2011). As people carry out their actives online, they likely to link to sites where they find important materials. Therefore, the number of external links to the firm’s site can be used to determine how important an organization’s products are to the people. The other measure is the search engine traffic that is created due to an organization’s marketing site. The search engines enable us to determine how much traffic is being created by a particular site being searched by many internet users. The search engines include Google and Bing. The bigger the web traffic being associated with our site the most likely our marketing strategy is going to be successful (McDonald, 2011). Finally, the other important measure that can be used to analyze the effectiveness of a marketing strategy used by an organization or business enterprise is the change on the sales. The closed loop marketing analysis is used in this case. It is an analysis

Law of Trusts Coursework Example | Topics and Well Written Essays - 750 words

Law of Trusts - Coursework Example In this case the testator in transferring property to his wife expressed a wish that she did was as right for their children with regards to disposing of the property.4 The only difference between Adam’s transfer and the transfer of property in Re Adams is that Adam’s words were more specific and contains more certainty relative to his intentions to create a trust. However, since, Alfred’s request came after he had already transferred the property to Barbara, Alfred did not create a trust as a declaration of trust can only occur upon or prior to the transfer of the property in question. In any event, a request is insufficient to constitute certainty of intention.5 Once Alfred transferred the property to Barbara he no longer had any authority over the property.6 As for Barbara, it is entirely doubtful that she intended to create a trust as she merely agreed with Alfred and can therefore be said to be acting on a moral obligation which is not sufficient enough to e stablish intention to create a trust.7 Certainty of objects refers to the certainty with which the beneficiary of a trust can be identified.8 At the end of the day, it must be possible to state with some degree of certainty that a particular beneficiary is the intended object of the trust.9 In a fixed trust such as the one contemplated by Alfred, the identity of the beneficiary is expressed so that the trustee does not have a discretion to determine who is and should be included in the category of entitled beneficiaries. The important thing in both discretionary and fixed trusts is that there is someone that can be identified with a degree of reasonable certainty that is entitled to the benefits of the trusts.10 There is no question that certainty of object is established in this particular case as it is clear that Chloe is the intended beneficiary. With respect to certainty of subject, the trust property must be identifiable. At the end of the day, the trustee must be put in a posi tion to know what property transferred to him by the donor is applicable to the trust.11 There must be certainty as to what portion of the property must be shared or distributed among the identifiable beneficiaries.12 There is no uncertainty with respect to the division of the property in question. The intended disposition is for Chloe to be able to live in the house as long as she needs to. However, there are two main problems with certainty of subject. First, it is not binding on Barbara and therefore not binding on David. The three certainties are fluid and if certainty of intention is not found to exist, certainty of object will therefore be inconsequential. Secondly, the intended trust deals with the disposition of an equitable interest in land and thus there are certain formal requirements that must be observed in order for the trust to be valid and enforceable. Pursuant to Section 53(1)(b) of the Law of Property Act 1925, where a trust is declared in â€Å"land or interest t herein†

Evidence-Based Practice Project Research Paper Example | Topics and Well Written Essays - 3750 words - 2

Evidence-Based Practice Project - Research Paper Example When a patient is on dialysis, circulation of the blood is on one side of a semipermeable membrane, while, on the other side, a special dialysis fluid is circulated. Blood composition must be closely matched by the dialysis fluid. Urea and creatinin, metabolic waste products, are diffused through the dialysis fluid membrane and discarded, while necessary substance diffusion is prevented by its presence in the dialysis fluid. (Answers.com). Dialysis treatment is demanding for the patient, as they must spend four hours during thrice weekly sessions hooked up to these machines. (Sonnier, 2000, p. 5). Because patients must observe strict dietary and fluid restrictions, there is a great mortality rate that is directly related to non-adherence with the dietary and fluid restriction protocol. Patients must self-care when they are on dialysis, and must comply with their prescribed regimen that is assigned to them when they start dialysis for the first time. Self-care and compliance are different, yet related, terms. There are reasons why patients do not self-care or comply correctly with their prescribed health regimen, and there are solutions that have been put forth. The solutions include increased education about the necessity of self-care, empowerment through education regarding how to self-care and behavioural modification. Self-care is defined as â€Å"the patients deliberate actions regulating his/her functioning and development for health and well-being.† (Ricka, et al., 2002, p. 329). Self-care is pertinent to the patients survival and well-being. Compliance is a related term, what that focuses mainly on the correlation between medically prescribed therapeutic regimen compliance and the outcome behaviours. (Ricka, et al., 2002, p. 331). Dietary factors that require compliance include regulating protein intake; limiting electrolytes, such as potassium and sodium; taking vitamin supplements; and lowering fluid

Skills to Become an Architect

Skills to Become an Architect   Garrett Leman It takes a lot of work to be accomplished in any field of work. If you want to be an architect you need to graduate high school and get a bachelors degree. A Bachelor of Architecture usually takes about 5 years to get. You need to pass all your classes and do your best work. If you get a pre-professional bachelors degree in architecture studies that usually takes about 4 years. Design classes would be good to take, or building classes. If you were trying to train to become an architect some on-the-job experience from another architect would be very helpful. In all you need Bachelors Degree (5 years) and 3 years of internship, accumulating 8 years of education and training. An architect needs to be creative, analytical, good at communicating, have good visualization skills, and be organized. You would need to be aware of common building/construction knowledge, and know what best works. Architects work in the designing aspect of construction, and may also be involved in every step of the process even construction. You need to know how to make a structure appealing to the eye and also be safe and functional. Each day you might be looking for new projects to do. In addition to designing buildings you would also help to restore old buildings. Once you get a project you work on designing and mapping out blue-prints with the exact specifications needed. Architects may work hand-in-hand with the customer, or may just be given guidelines and work from there. Throughout the building process, the architects job is checking prints against construction and managing time.They need to make sure the construction crew isnt making any mistakes. When creating the prints needed an architect needs to be able to make logical drawings that can easily be measured and converted. They need to go over all the specifications and be very precise. Being knowledgeable of real world buildings and how to make a building safe and functional is a very big part of your work. Qualities attributed to an architect are: an eye for details, drawing skills and be able to work with 3D art, inventive and imaginative, be passionate about buildings and the environment, and care about the people you are designing for. A certificate that is not necessarily required but is a sign that you have met the highest standards is the NCARB certificate. If you are becoming an architect you must register for and get a license to even call yourself an architect. You need to be certified in safety and the license is required if you want to legally design a structure for someone or something. You must have 3 years of experience before seeking licensing. You can serve as an intern for a more senior architect for more experience. All architects must past the Architect Registration Examination (ARE) to become certified. There is a projected 14.76% increase in architecture. This is statewide, while nationwide there is only a 6.9% increase. The average wages of an indiana architect is around $64,970. They can make up to about $114,000 dollars. That is a good paying job. I am interested in this job because I think it sounds intriguing, and also matches my skill set. The fact that it interests me while giving me good money is a huge bonus. Not many people get both, or are not able to. Since my job is engaging to me, I would do my best work, and be able to excel farther. Benefits of this occupation are numerous. The people I would work with would show the same kind of passion that i do, and also have the same interests. Architecture is a fast-paced career. It can be very fascinating, and is beautiful work. The work that you do is shown off to the world, and everyone gets to see it. One personal benefit is the fact that you would get to travel. I love traveling. The best architects need to know their envi ronment and the styles they are working with. Most architects travel to see the other cultures and types of architecture. They need to see how other buildings and countries work and flow and how all their things are structured different than ours. After working in architecture for a while you will learn new aspects of design. You pick up new skills and ways of going about. You will appreciate other buildings and structures more than you previously did. As I said before, a thing you could achieve after being an architect would be to earn your NCARB certificate. This shows that you really know what you are doing and have been doing that for a while. Some negative things associated with being an architect is that you have to spend a long time getting an education. It can take 8 years! Another downfall of being an architect is the pay and hours. The pay isnt awful, but comparing all the education you have to get the median pay of an architect is not that good. Also, as deadlines surface you may be working long hours trying to finish a project, or seal a deal. One major downfall is that architecture is based on how the economy is running. If everything is going good, the economy is running smoothly, people have lots of money buildings will be put up and money will be made. This is a good time to be an architect. On the other hand, if the market is running low, and people dont have as much money, no more buildings will be built. This is bad for architects and funds will be cut, and people will be laid off. This career may affect my home life in many ways. On regular day, when work is running smoothly it would be good. The money would be good for the family. When work is bad, this would negatively affect my familys morale. Nobody would be happy. My pay would affect how and where I lived. I would try to live in an urban city or some place where the work would be active. I would try to be considerate with the house and car due to the fluctuations of money that may occur. Being able to afford nice things would be a luxury once in awhile. Being an architect may affect my friends by determining the time Im able to spend with them. Architecture takes time and long hours. I may not be able to go out with them all the times they wanted. My family would be the same way. Trying to spend as much time as I could with them would be a big priority. The affect on my social life may be huge. I would get to meet many new people through work. An architect travels a lot in order to see new cultures, new buildings, and clients. Sometimes I may be able to bring the family along on my trips. Traveling the world would be a huge bonus of this occupation. I would be able to interact with many new people and see many new places, though that time would be cut short because they are business trips. If I choose to pursue this career from this day forward, in about 10 years I would be attending college getting my education to become an architect. I would spend a lot of time in college and getting degrees for architecture. It takes a lot of time and experience to become an architect. After college I would work as an intern for an architect. Hopefully in 20 years I would be working for a big architecture company or have my own. That would be a big goal for this. Being an architect isnt for everyone, but I think this may be a job to pursue.

Reconstruction In The South :: American History Civil War

Reconstruction in the South This essay will describe the events that occurred following the Civil War in a period known as Reconstruction. In the South, during this period of time many people suffered from the great amount of property damage done to such things as farms, factories, railroads and several other things that citizens depended on to keep their economy strong. Some of these economic hardships included destruction of the credit system and worthless Confederate money. Though statistics in the South were vague the historian E.B. Long, a careful student of war strengths suggests "perhaps 750,000 individuals would be reasonably a close" as an estimate of Southern enrollments in the armies and navy. In the South Reconstruction meant rebuilding the economy, establishing new state and local governments and establishing a new social structure between whites and blacks. During the war Lincoln had expanded his presidency. With his power he hoped to set up loyal governments in the Southern states that were under Union control. Lincoln appointed new temporary governors and instructed each to call a convention to create a new state government as soon as a group of the state's citizen totaling 10 percent of the voters in the 1860 presidential election had signed oaths of loyalty to the Union. Under this plan new governments were formed in Louisiana, Tennessee and Arkansas but the Congress refused to recognize them. Republicans in Congress did not want a quick restoration, for the reason that it would bring Democratic representatives and senators to Washington, and in 1864 Congress passed the Wade-Davis Reconstruction Bill. This bill would have delayed the process of rejoining the Union until 50 percent of the people took an oath of loyalty but Lincoln pocket vetoed the bill. Abraham Lincoln was assassinated just as the South surrendered in April 1865, and then Andrew Johnson inherited the problem of Reconstruction. Johnson supported Lincoln's plan after taking office. Enough Confederates signed these oaths to enable the immediate creation of new governments. Johnson required that the new states ratify the 13th Amendment freeing the slaves, abolish slavery in their own constitutions, discard debts incurred while in rebellion, and declare secession null and void. By the end of 1865 all of the secessionist states but Texas had rejoined the Union. Radical Republicans in Congress thought they should control Reconstruction and wished to punish the South for causing the Civil War. Some of these Republicans wished to create a Southern society where blacks and whites were equal. These Republicans opposed the Southern "Black Codes." Black Codes were harsh local and state laws passed to control blacks in the South after the