If you are planning to purchase an intervention program for instruction, get as much information as you can about a program's benefits and effectiveness. This article provides basic comparative information about a range of commercially available intervention programs.
Some parents are reluctant to contact their child's teacher. Don't be! A quick conversation or email exchange can solve simple misunderstandings, or make it clear that a longer, more formal conversation is needed. Here are three situations where parent contact is appropriate and even encouraged.
The American Academy of Pediatrics, the American Academy of Ophthalmology, and the Council on Children with Disabilities published a statement summarizing what is currently known about visual problems and dyslexia. The statement also covers what treatments are and are not recommended when diagnosing and treating vision problems, learning disabilities, and dyslexia.
Parents and caregivers are often the first to notice when their child may be showing signs of delayed development. Get answers and advice with this easy-to-understand information about developmental delays.
When the back-to-school bell starts ringing, parents often hear and read school-related terms that are unfamiliar to them. Below are three terms and descriptions related to reading instruction that may help give you a better understanding of what's happening in your child's classroom and what it all means for your young learner.
Learn more about where to find help if you suspect that your child may have a developmental delay. A developmental evaluation will be used to decide if your child needs early intervention services and/or a treatment plan specifically tailored to meet a child's individual needs.
Heading off to kindergarten is a big event for all kids and parents. For young children who have struggled socially or academically during preschool, it is a transition that needs careful planning and attention. Below are four suggestions for parents of children who may need extra help making a successful move to kindergarten.
Parent-teacher conferences are a great opportunity for families to sit down one-on-one with your child's teacher and talk about school progress. Here are some tips to make the most of this time.
Learn what questions to ask about Response to Intervention (RTI), an approach to helping struggling learners that is gaining momentum in schools across the country. This article from the National Association of School Psychologists tells you the most important features of the process, key terms, and RTI's relationship to special education evaluation.
Learning to read is a challenge for many kids, but most can become good readers if they get the right help. Parents have an important job in recognizing when a child is struggling and knowing how to find help. Here are some signs to look for and things to do if you suspect your child is having trouble reading.
The National Joint Committee on Learning Disabilities developed an overview on screening, diagnosing and serving children age four or younger. The document was developed for researchers, administrators, and people who need an academic overview.
Response to Instruction (RTI) and Universal Design for Learning (UDL) are two great ideas for making sure the curriculum reaches all students. Learn about how you can implement these ideas as part of your regular routine in the general education classroom.
The purpose of this National Joint Committee on Learning Disabilities (NJCLD) report is to examine the concepts, potential benefits, practical issues, and unanswered questions associated with responsiveness to intervention (RTI) and learning disabilities (LD). A brief overview of the approach is provided, including attributes, characteristics, and promising features, as well as issues, concerns, unanswered questions, and research needs.
About 10 million children have difficulties learning to read. The good news is that more than 90 percent of struggling readers can overcome their difficulties if they receive appropriate treatment at early ages.
The specific signs of dyslexia, both weaknesses and strengths, vary widely. Problems with oral language, decoding, fluency, spelling, and handwriting are addressed, as well as strengths in higher order thinking skills.
The earliest clues involve mostly spoken language. The very first clue to a language (and reading) problem may be delayed language. Once the child begins to speak, look for difficulties with rhyming, phonemic awareness, and the ability to read common one-syllable words.
Recent research on academically talented students with learning disabilities indicates that they have specific counseling needs that often are not addressed in elementary and secondary school. This article looks at what kinds of support students with this profile need, and how school counselors can provide it.
The U.S. Department of Education developed this brief guide for reading tutors. It lists ways that tutoring helps both the learner and the tutor, and provides practical tips that can help tutors be more effective in their work.
This article discusses current research-supported instructional practices in reading and writing. It also reviews alternatives to ability-achievement discrepancy in identifying students for special education services, as well as introduces the idea that ability-achievement discrepancies should be based on specific cognitive factors that are relevant to specific kinds of learning disabilities rather than Full Scale IQ.
This article takes the approach that if we avoid school failure in the first place, there might be less of a reason to consider retention. Specific “strategies” are described, including: intensifying learning, providing professional development to assure skilled teachers, expanding learning options, assessing students in a manner to assist teachers, and intervening in time to arrest poor performance.
Differentiation means tailoring instruction to meet individual needs. Whether teachers differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction.
Dyslexia is the most common cause of reading, writing and spelling difficulties. This article provides a brief overview list of typical signs of dyslexia in preschool and kindergarten.