"I Can Read to Whoever Wants to Hear Me Read": Buddy Readers Speak Out With Confidence

Friedland, Ellen S.; Truesdell, Kim S.
May 2006
Teaching Exceptional Children;May/Jun2006, Vol. 38 Issue 5, p36
Academic Journal
The article presents information on the buddy reading program as an instructional strategy for exceptional children in the United States. This reading program addresses the lack of self-confidence of the students, which adversely affect their reading. Students with learning disabilities have lower academic self-concept than normal students. And the level of segregation of the exceptional children and the level of stigmatization is directly proportional. Students with low self-efficacy will more likely to have self-doubts about their ability to complete a task. This prompts them to give up the task without many trials. Many educators are of the opinion that if these students have strong perceived self-efficacy they will set higher goal challenges for themselves and their commitment to the challenge also will be firm. The article comments that the implementation of this program is not difficult but for a successful program enormous commitment from the side of the teachers, the students and the administration is required.


Related Articles

  • Inclusion by Design. Dukes, Charles; Lamar-Dukes, Pamela // Teaching Exceptional Children;Jan/Feb2009, Vol. 41 Issue 3, p16 

    Ms. Johnson is a special education teacher at Sunshine Middle School. Her assignment includes a total of six classes and one planning period. For three periods out of the day, she teaches a learning strategy course for students with mild disabilities (e.g., learning disabilities), and for the...

  • The Fernald Technique: Modifications Increase the Probability of Success. Miccinati, Jeannette // Journal of Learning Disabilities;Mar1979, Vol. 12 Issue 3, p139 

    Examines the efficacy of a multimodal approach to teaching reading to learning disabled (LD) students. Advantages of a multimodal approach to special education for LD children; Use of sensory approaches to teach what a LD child finds hard to learn; Variations of the multimodal approach to...

  • Disorders of Written Communication: An Instructional Priority for LD Students. Roit, Marsha L.; McKenzie, Robert G. // Journal of Learning Disabilities;May1985, Vol. 18 Issue 5 

    Examines how existing instructional practices prelude the development of written expression in learning disabled children. Deficiency of special education curricula; Lack of stress on the development of parallel skills; Effectiveness of direct instruction in the use of metacognitive skills;...

  • In knowing our students ourselves. Jackman, Jessica A. // Journal of Learning Disabilities;Nov1995, Vol. 28 Issue 9, p566 

    Describes the relationship between a middle school student teacher and one of her students with learning handicaps. Series of interviews and observations that enabled teacher to identify student's needs; Student's feeling about reading; Formation of working relationship with student.

  • Training Phonemic Segmentation Ability with a Phonemic Discrimination Intervention in Second- and Third-Grade Children with Reading Disabilities. Hurford, David P. // Journal of Learning Disabilities;Nov1990, Vol. 23 Issue 9 

    Examines the possibility that phonemic discrimination training could improve the phonemic segmentation ability of children with reading disabilities. Comparison of the performance on the phonemic segmentation task of the trained and control group of these children; Discovery of the properties...

  • Using Computer Guided Practice to Increase Decoding Fluency in Learning Disabled Children: A Study Using the Hint and Hunt I Program. Jones, Kathryn M.; Torgesen, Joseph K.; Sexton, Molly A. // Journal of Learning Disabilities;Feb1987, Vol. 20 Issue 2 

    Examines a computer program aimed at increasing decoding fluency in reading among learning disabled children. Improvements in speed and accuracy of reading the generalization words; Potential of computer-aided practice to improve the general reading skills of learning disabled children; Effect...

  • Improving the generalization of sound/symbol knowledge: Teaching spelling to kindergarten... O'Connor, Rollanda E.; Jenkins, Joseph R. // Journal of Special Education;Fall95, Vol. 29 Issue 3, p255 

    Tests whether the application and transfer of segmentation and letter knowledge to reading could be encouraged by teaching spelling alongside code-based reading instruction to kindergarten children with disabilities. Forming of letter presentations of spoken words; Generalization of knowledge.

  • Improving Reading Comprehension by Using Paragraph Restatements. Jenkins, Joseph R.; Heliotis, James D.; Stein, Marcy L.; Haynes, Mariana C. // Exceptional Children;Sep1987, Vol. 54 Issue 1, p54 

    Thirty-two elementary learning disabled students were randomly assigned either to a condition in which they were trained to use a comprehension monitoring strategy or to a control condition. In the strategy condition, students were instructed to write brief restatements of the important ideas of...

  • Blueprint for the Responsive Classroom. Sobel, Donna M.; Taylor, Sheryl V. // Teaching Exceptional Children;May/Jun2006, Vol. 38 Issue 5, p28 

    The article presents information on the need for a responsive classroom as an instructional strategy for exceptional children in the United States. Teachers for general and special education have to face the challenge of teaching in many ways. Most of the time they have to deviate from the...


Read the Article


Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics