Return-Path: <nifl-ld@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id iAG20t022294; Mon, 15 Nov 2004 21:00:55 -0500 (EST) Date: Mon, 15 Nov 2004 21:00:55 -0500 (EST) Message-Id: <001301c4cb7f$a68c8a90$6500a8c0@computer> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-ld@literacy.nifl.gov Originator: nifl-ld@literacy.nifl.gov Sender: nifl-ld@literacy.nifl.gov Precedence: bulk From: "Meryl Eisenberg" <meryl0709@bellsouth.net> To: Multiple recipients of list <nifl-ld@literacy.nifl.gov> Subject: [NIFL-LD:4482] Re: Long Division Help!!! X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook Express 6.00.2900.2180 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 782 Lines: 17 Regarding Michelle Craig's request for some direction in teaching long division and the individuals not retaining it, why not try using an auditory prompting device such as a tape recorder where the instructor records a sequence of steps, called a task analysis, in solving long division and then gives several problems and talks them through it step by step leaving recording time in between each step so the student can solve on paper what he/she is listening to on the pre-recorded tapes. Apparently they may need to have lots of experience hearing it, getting immediate feedback and include some praise on the tape as well as they follow and work it through on paper- Meryl Eisenberg Specialist, Adults with Disabilities Broward County Schools Ft. Lauderdale, FL
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