This document advertises summer reading programs for children and adults offered by Northern Illinois University Outreach Services. The programs are for students entering kindergarten through 12th grade, as well as college students and adults, and are designed to improve reading skills like phonics, comprehension, fluency, and speed reading. The programs meet once a week in Elmhurst or River Forest over the summer, and tuition and materials fees vary depending on the program. Testimonial from a student highlights improved reading speed and comprehension from taking a class. Contact information is provided to register.
Uptown School is an authorised International Baccalureate (IB) Primary Years School and PYP IB World School. Uptown School is in the candidacy process for its IB Middle Years Programme, with the IB Diploma Program to follow.
Uptown delivers the IB curriculum to grades Pre-K (3 by September 15) to Grade 9. In academic year September 2014 Grade 10 will be added with Grades 11 and 12 in 2015 and 2016.
2013 KHDA Report - American Academy in Al Mizharfarrahesham
American Academy in Al Mizhar is committed to meeting the needs of families with an international outlook who have chosen an American education. By offering a co-educational early childhood program for dual language learners leading to a single gender college preparatory school for girls, our mission is to promote intellectual curiosity, independent and critical thinking, communication and problem solving skills, a lifelong passion for learning, and an exposure to and a respect for cultural diversity. By expecting academic excellence, we inspire personal growth and develop intrinsically motivated global citizens who are committed to being leaders in community service and environmental responsibility.
Uptown School is an authorised International Baccalureate (IB) Primary Years School and PYP IB World School. Uptown School is in the candidacy process for its IB Middle Years Programme, with the IB Diploma Program to follow.
Uptown delivers the IB curriculum to grades Pre-K (3 by September 15) to Grade 9. In academic year September 2014 Grade 10 will be added with Grades 11 and 12 in 2015 and 2016.
2013 KHDA Report - American Academy in Al Mizharfarrahesham
American Academy in Al Mizhar is committed to meeting the needs of families with an international outlook who have chosen an American education. By offering a co-educational early childhood program for dual language learners leading to a single gender college preparatory school for girls, our mission is to promote intellectual curiosity, independent and critical thinking, communication and problem solving skills, a lifelong passion for learning, and an exposure to and a respect for cultural diversity. By expecting academic excellence, we inspire personal growth and develop intrinsically motivated global citizens who are committed to being leaders in community service and environmental responsibility.
KHDA Inspection Report - Al Mizhar American Academy Schoolfarrahesham
American Academy in Al Mizhar is committed to meeting the needs of families with an international outlook who have chosen an American education. By offering a co-educational early childhood program for dual language learners leading to a single gender college preparatory school for girls, our mission is to promote intellectual curiosity, independent and critical thinking, communication and problem solving skills, a lifelong passion for learning, and an exposure to and a respect for cultural diversity. By expecting academic excellence, we inspire personal growth and develop intrinsically motivated global citizens who are committed to being leaders in community service and environmental responsibility.
2014 KHDA Report - American Academy in Al Mizharfarrahesham
American Academy in Al Mizhar is committed to meeting the needs of families with an international outlook who have chosen an American education. By offering a co-educational early childhood program for dual language learners leading to a single gender college preparatory school for girls, our mission is to promote intellectual curiosity, independent and critical thinking, communication and problem solving skills, a lifelong passion for learning, and an exposure to and a respect for cultural diversity. By expecting academic excellence, we inspire personal growth and develop intrinsically motivated global citizens who are committed to being leaders in community service and environmental responsibility.
I-1
Oregon K-12 Literacy Framework
Schools teach reading, and
Schools teach reading across instructional areas
Six Organizing Principles of High-Quality Reading Instruction:
Sufficient time for reading instruction is scheduled, and the allocated time is used
effectively.
Data is used to form fluid instructional groupings.
Instruction is focused on the essential elements of reading.
Research-based strategies, programs, and materials are adopted and used schoolwide
with a high level of fidelity.
Instruction is differentiated based on student need.
Effective teacher delivery features are incorporated into daily reading instruction.
The Oregon K-12 Literacy Framework is aligned to Response to Intervention (RTI)
Instruction
OREGON K-12 LITERACY FRAMEWORK Adopted by the State Board of Education, December 2009 I-2
School
The ability to read proficiently is “a must” for school success and learning throughout life. Over the
past 20 years, there has been a growing understanding that reading instruction – teaching all students
how to read – is a critical school responsibility, particularly in the early stages of reading development.
And as the knowledge on reading development deepens, it becomes increasingly apparent that reading
instruction in the classroom must play a central role in education throughout grades K-12, not just in the
first few years of school.1
The Instruction chapter of the Oregon K-12 Literacy Framework addresses the critical role schools
play in teaching all students to be grade-level readers or above in grades K-3 and the equally critical role
schools play in teaching all students to maintain and advance grade-level reading skills in grades 4-12.
Reading well is a prerequisite for students to do well in school, to demonstrate proficiency in the
Essential Skill of Reading, and to earn an Oregon Diploma.
High-quality reading instruction in grades K-12 involves the integration of six major organizing
principles: (1) making sufficient time for reading instruction and using that time effectively, (2) using data
to form fluid instructional groupings, (3) focusing instruction on the essential elements of reading,
(4) using research-based strategies, programs, and materials to target the essential elements of reading,
( 5) differentiating instruction based on student need, and (6) providing effective teacher delivery. Each of
the six organizing principles will be described in detail in the sections that follow.
Organizing Principle 1: Sufficient Time Is Allocated and Used
Effectively for Reading Instruction
The first organizing principle of high-quality reading instruction is that sufficient time is allocated and
used effectively. For all students to meet important reading goals, it is critical to provide enough time
during the school .
This presentation contains different reading techniques for beginning and struggling readers. This slides include ways on how to effectively teach reading among learners in response to the implementation of national learning camp. In doing so, it prevents future concerns in reading efficacy in lieu of providing quality reading efficacy. As such, there is a consistent delivery of instructions for pedagogical concerns may hamper the development of such life skills
My students and I wrote several translations of how to conduct an eye examination (mostly my students since my language skills are not very good!). I know there are many ways, and perhaps better ways to ask these questions, but this could be a starting point. Feel free to adapt this to your needs and to make this even better. Please share when you do.
My students and I wrote several translations of how to conduct an eye examination (mostly my students since my language skills are not very good!). I know there are many ways, and perhaps better ways to ask these questions, but this could be a starting point. Feel free to adapt this to your needs and to make this even better. Please share when you do.
Let me know what you think. (dmaino@ico.edu).
Neuroplasticity and Vision Therapy for Adults; A Case SeriesDominick Maino
This poster was presented at the American Optometric Association's Annual meeting in Boston, MA 06/2016
The bottom line:
The visual cortex has the capacity for experience dependent change (neuroplasticity) throughout life. Unfortunately, when it comes to the adult with binocular vision problems, this is not always recognized as being true even though there is strong clinical evidence to suggest a high level of adult neuroplasticity. Current research shows that adults tend to have numerous anomalies associated with the binocular vision system especially within certain populations. This case series demonstrates how those even approaching 70 years of age can benefit from optometric vision therapy.
Current Clinical Case Reorts & Research You Should Incorporate into Your Mode...Dominick Maino
Dominick Maino, OD, MEd, FAAO, FCOVD-A
Moderator
Featuring the Best of AOA's 2016 Poster Presentations
Saturday, July 2nd 8-10AM
Five of the very best, clinically relevant posters were chosen to be given during the American Optometric Association meeting in Boston in 2016. These posters were chosen by the AOA Poster Committee (Dr. Dominick M. Maino, Chair).
PDF Handout: D Maino: Visual Diagnosis and Care of the Patient with Special N...Dominick Maino
This is a copy of my handout of the lecture given in class today. (Copyright 2016). You may download and use this for any non-commercial educational purpose.
Writing the Perfect Poster Abstract in 20 Minutes or LessDominick Maino
One of the easiest ways to begin your publishing career is to present a poster during one of the many annual meetings held by professional optometry. These meetings include but are not limited to the College of Optometrists in Vision Development, American Academy of Optometry and the American Optometric Association. This presentation reviews the step by step process involved in writing an abstract that will be accepted for presentation by these and other organizations most of the time. Once the abstract is written, you are one third of the way to making a significant contribution to the optometric literature. The other two thirds include, creating the poster and writing the final paper to be submitted to an appropriate journal for publication (the last two topics will be addressed at other meetings and/or within future VDR articles). You are encouraged to bring information for a case report and/or case series that you wish to use for a poster in the future.
This course presents the latest information concerning cortical visual impairment, its etiology, diagnosis and treatment. Various topics reviewed include cortical vs cerebral visual impairment, ventral/dorsal visual streams, visual acuity, and contrast sensitivity. Also discussed are various retinoscopy techniques, overlapping functional vision disorders, and visual stimulation/therapy for these disorders.
Course Objectives
At the end of this course, the participant will:
Be able to identify cortical vs cerebral visual impairment
Be able to access various vision functions such as visual acuity, contrast sensitivity, oculomotor and accommodative disorders
Be able to treat the diagnosed vision problems with all the tools available to the optometrist (spectacles, low vision devices, vision rehabilitative techniques)
Be aware of and use outside resources to supplement and add to any therapeutic interventions recommended
AOA "There's More to 3D than Meets the Eye"Dominick Maino
The American Optometric Association did an awesome job in making a potentially hard to understand topic...easier to understand. If you have problems with viewing 3D, please review this PowerPoint presentation.
A,B,V's of School Performance: Academics, Behavior and VisionDominick Maino
This presentation is geared towards teachers and professional teaching staff, but can also be adapted for parents and others. It reviews the three O's of eye care (Optometry, Ophthalmology, Optician), the optometric examination, learning related vision problems and more.
060915 current research that you should incorporate into yourDominick Maino
Current Research that You Should Incorporate into Your Mode of Practice Now!
Dominick Maino, OD, MEd, FAAO, FCOVD‐A
Moderator
Featuring the Best of AOA's 2015 Poster Presentations
Jun‐27‐2015 8:00AM ‐ 10:00AM
Optic Nerve Head Drusen: A Myriad of Presentations
Jennifer L. Jones, Sylvia E. Sparrow, Christina Grosshans
Validation Study of New LCD‐Based Contrast Sensitivity Testing Method
Sarah Henderson, Jeung H Kim, Paul Harris
Bilateral Cystoid Macular Edema in Retinitis Pigmentosa and its Management
Lindsay T. Gibney
An ODE to Optic Disc Edema
Kelli Theisen
Is Binocular Balancing with Subjective Refraction a thing of the Past?
David Geffen
Optometry's Meeting 2015
Seattle, Washington
Maino D. Agenda Driven Research. Vis Dev Rehab 2015; 1(1):7-11.
Read the editorial.....
Conclusion
It is time for all to put aside our agendas,
our biases, our preconceived notions. It is time
to work together to determine best practices
even if it is contrary to prevailing opinion. The
world is not flat. Amblyopia can be treated at
any age. And optometric vision therapy is an
appropriate treatment modality for disorders of
he binocular vision system.
1. Northern Illinois University, University Outreach Services
Reading Skills and Speed Reading Programs
for Children and Adults
OFFERED THIS SUMMER IN ELMHURST
AND RIVER FOREST
Program for 4-year-olds and entering kindergartners:
Your child will learn beginning phonics and reading readiness skills, build
comprehension, and develop a love of books and reading. This program lays the
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foundation for a strong start in reading and school.
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J. ' NORTHERN ILLINOIS UNIVERSITY Program for entering 1st graders:
In this program, students learn to read independently. Your child will learn phonics
and sight words, build comprehension, and gain the skills and confidence needed
for success in first grade.
Program for entering 2nd graders:
Phonics In this program, students become fluent, independent readers. Your child will make
significant gains in phonics and word-attack skills, fluency, and comprehension,
and will develop confidence and a love of reading.
Program for entering 3rd graders:
Comprehension In this program, students become strong independent readers. Your child will
develop the comprehension, fluency, and long-word decoding skills needed to read
longer books with ease, and will build confidence and a love of reading.
Vocabulary Program for entering 4th and 5th graders:
In this program, students make substantial gains in comprehension and increase
fluency and reading speed. Your child will complete homework more quickly and
easily, get better grades, and become a strong, enthusiastic reader.
Study Skills
Program for entering 6th-8th graders and
Program for entering 9th-11th graders:
Students in these programs make substantial gains in comprehension while doubling
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Speed Reading reading speed. They also learn the best way to read textbooks, take notes, and
Q study for tests. As a result, students complete homework more quickly and easily,
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Love of Reading Program for entering 12th graders, college students, and adults:
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This program will transform your reading skills. You will double your reading
"0 speed in difficult material and triple your reading speed in easier material, while
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Ql of time and get more out of everything you read.
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Call 1-800-978-9596
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2. Teachers Exciting Results
These popular classes are taught by professional instructors "After taking this class, my reading speed has
from the Institute of Reading Development and offered doubled, and my comprehension has definitely
locally through NIU Outreach. improved. The textbook skills I've learned will
really help me when I go on to college. Reading is
more enjoyable now - I don't stress about it."
- Morgan, 11th grader
Class Schedule
Tuition and materials fees vary by program level. Please ask about our famBy discount.
Program R - For 4-year-olds and entering kindergartners Program S For entering 6th-8th graders
(must be age 4 when class begins) Program 6 For entering 9th-11th graders
Program 1 - For entering 1st graders Program 7 For entering 12th graders, college students,
Program 2 For entering 2nd graders and adults
Program 3 For entering 3rd graders
More reading classes are scheduled at nearby locations.
Program 4 For entering 4th and 5th graders
AU programs meet once e.ach week.
ELMHURST: The following programs meet RIVER FOREST: The following programs meet
at Elmhurst College, 190 Prospect Avenue. at Concordia University, 7400 Augusta Street.
Program R Sat., June ll-July 16, 10:30am-ll:45am Program R Thu., July 21-Aug. 18, 8:30am-9:45am
Program 1 Sat., June II-July 16, 12:30pm-2:3Opm Program 1 Thu., July 21-Aug. 18, 1O:15am-12:15pm
Program2 Sat., June ll-July 16, 3:15pm-5:15pm Program 2 Thu., July 21-Aug. 18, 1:00pm-3:00pm
Program 3 - Fri., June 17-July 15, 9:00am-l1:00am Program 3 - Fri., July 22-Aug. 19, 9:00am-II :OOam
Program 4 - Sun., June 12-July 17, 11:00am-l:15pm Program 4 - Fri., July 22-Aug. 19, 11:45am-2:00pm
Program S Sun., June 12-July 17, 2:00pm-4:30pm Program S - Fri., July 22-Aug. 19, 2:45pm-5: 15pm
Program 6 Fri., June 17-July 15, II :45am-2: 15pm Program 6 - Thu., July 21-Aug. 18, 3:45pm-6:15pm
Program 7 - Sun., June 12-July 17,5:00pm-7:30pm Program 7 - Thu., July 21-Aug. 18, 7:00pm-9:30pm
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Call1-S00-97S-9596
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The programs are not affiliated with the NIU College of Education Reading Clinic.
Inquire early! Class size is limited.