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1. What aspects did you find most important or interesting in the readings?

One of the aspects that have been found to be quite fascinating in the articles is the idea of determining the kinds of knowledge that are involved in spelling. A comprehensive coverage is coordinated on this concept for a deeper understanding of all cognitive measures and adaptabilities connected to the level and types of knowledge that are incorporated in the overall process of spelling in students, especially those with learning disabilities. Gregg and Mather (2002) purports the fact that knowledge plays a significant role in spelling capabilities of students, and this is determined by the extend to which students are able grasp and remember various items within the context. In the article “Learning Difficulties in Australia” Bissaker and Westwood (2006) are able to come up with a wide range of procedures that are supposed to be applied for the purpose of extracting certain information concerning the spelling sub-skills from a structured test. In the general understanding, application of an examination is a way of determining the level of knowledge in such children.

Another aspect that I have found in the articles to be more interesting are issues to do with the overall application of technology for the purpose of availing quality education and learning experiences to students with learning disabilities. O’ Sullivan (2000) puts it clear that there are a wide range of technologies that can effectively be applied for the purpose of supporting and also enhancing learning in students with learning disabilities. Such technologies can well be used in cases of determining spelling issues with all students and this can range with everything from the content of video content to laptop computing and other technologies that are handheld.

2a. How did the readings relate to your own experience or context (text/self)?

The readings in the selected articles are relevant with the importance of having or being aware of the issues related to the learning-strategies instruction, for both regular education and also specialized education instructors. The relevance of the readings to my overall experience is also seen in the effort towards the incorporation of the identified skills throughout the learning process of a student. The readings identify that with regular education educators it is quite rare to offer better training to teach students with numerous exceptionalities within the classroom, and the same applies to special education educator.

2b. How did the readings relate to other things you have read (text/text)? – this could include links between the topic or course extracts.

The articles have considered children to be like gifted individuals who are supposed to be provided with a collection of instructions within the existing strategies, especially those that are related to the overall academic areas that requires immediate support. When considering areas like social skills, calculations, self-taking skills, writing, reading, self-determination skills, and organizational skills, I find it more related to the overall concepts being brought out in the highlighted articles. According to personal experience, instruction strategy is supposed to be initiated through the process of determining instructional goals of children. In this way, children are supposed to be involved in the whole process of determining instructional goals since it is a clear way of providing a chance to such children to have a better discernment on the required control over their individual learning abilities. The process of involving children has an impact of increasing the significant likelihood that such children will be able to put their humble time and energy into the selected strategy of learning.

In the case of students with learning disabilities, Westwood (2008) noted that selecting the acceptable strategy for such special children should follow or consider the main outcomes of the strategy that are desired. From the general understanding, a wide range of strategies are readily available, but having the best strategy of them all should fulfil the quality of the strategy being appropriate to the learning needs of such students with learning disabilities. O’ Sullivan (2000) also noted that finding a location where such instructions are supposed to take place is another consideration to be initiated in learning-strategies instruction for children and other students who have learning disabilities.

3. What questions or disagreements do you have about any aspects of the readings?

One of things that I found it hard to agree on is the aspect of steps that are supposed to be employed in the overall learning of students, where the consideration is directed towards the normal children while I find it hard for challenged or students with learning disabilities to adopt. In the first step of learning, children are supposed to write down the initial letters of all words within the list that they are trying to remember. I consider this to be a major issue with students with learning disabilities since some of may not be in a better position to even remember all concepts in study.

There is another issue with the idea that if a student is incapable to construct a clear sentence by using the applied four steps in learning (word formation, inserting a letter(s), rearranging the highlighted letters, and shaping a created sentence) then one is advised to try on the combinations of all steps. It is believed that such process of combining steps may demonstrate success and one should determine the exact location of such letters. The problem with this approach is brought about by the aspect that capabilities and adaptability of individuals is not incorporated in the whole process thus creating some shortages in the approach.


O’ Sullivan, O. (200). Understanding Spelling. Reading, 34(1), 9-16.

Bissaker, K. and Westwood, P. (2006). Diagnostic uses of the South Australian Spelling Test. Australian Journal of Learning Disabilities, 11(1), 25-33.

Gregg, N. and Mather, N. (2002). School is fun at recess: Informal analysis of written language for students with learning disabilities. Journal of Learning Disabilities.

Westwood, P. (2008). What teachers need to know about reading and writing difficulties: Chapter 6: Improving writing and spelling. (pp. 69-85). Victoria: ACER Press.