![]() ![]() ![]() ![]() Note the size of writing, the difficulty and note if it was legible to the student and to you. Also observe the student copying information from a text to a separate paper. Observe the student copying information from the board and note the distance. Include if the student uses the correct fingering, and what the words per minute were as well as the errors. Be sure to take note of the estimated font size and type.Īlso be sure to observe the students writing skills including keyboarding skills. Possible media includes: class handouts, class textbooks, leisure books, maps, graphs, dictionary, diagrams, ruler, newspaper, magazine, catalog, ads, phone book, menu, food labels, clothing tags. If the student has been prescribed low vision devices, encourage them to use the devices. When conducting the RMA, be sure to provide a variety of environmental print for the student to read in addition to using a formal assessment tool such as the Jerry Johns Basic Reading Inventory. The LMA/RMA indicates the use of sensory channels best learning media indicators of readiness for a literacy program initial selection of literacy medium continuing assessment of literacy media and literacy tools inventory. In an academic student, it is used to determine the primary or secondary mode for reading or if the student is a dual learner. For younger students or those with multiple impairments, the TVI can gain sensory information to the student, understand how to calm or alert the child, and identify adaptations and intervention strategies to promote effective use of senses. It identifies sensory preferences, allows the Teacher of Students Visual Impairments (TVI) to understand how to present information to the student. It is used with the Functional Vision Evaluation (FVE) to describe sensory abilities. The LMA/RMA is a systematic way of collecting information about sensory preferences, learning environments, and intervention materials and methods. ![]()
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