oral language development at the student will differentiate levels of early childhood through instruction as indicated by grade 12. assessment of youngsters' of phonological and individual backgrounds, phonemic awareness, personal adjustment, aptitude, relationships between interests, and achievement. phonological and phonemic student will demonstrate awareness and the development of varied instructional strategies reading competence, and in the literacy program. instructional methods that student will select and use promote students’ phonological a variety of high interest and phonemic awareness at the materials and appropriate levels of early childhood through techniques for helping pupils grade 12. with reading difficulties. of print and the student will synthesize the alphabetic principle and applies results of assessment, knowledge of instructional instruction, and observation in methods that promote students’ making recommendations about a reading disabled
oral language development at the levels of early childhood through grade 12. of phonological and phonemic awareness, relationships between phonological and phonemic awareness and the development of reading competence, and instructional methods that promote students’ phonological and phonemic awareness at the levels of early childhood through grade 12. of print and the alphabetic principle and applies knowledge of instructional methods that promote students’ student will differentiate instruction as indicated by assessment of youngsters' individual backgrounds, personal adjustment, aptitude, interests, and achievement. student will demonstrate varied instructional strategies in the literacy program. student will select and use a variety of high interest materials and appropriate techniques for helping pupils with reading difficulties. student will synthesize the results of assessment, instruction, and observation in making recommendations about a reading disabled
ms_reading.docx