Research shows that students need at least 90 minutes of uninterrupted reading instruction each day to become strong readers, and that this instruction must be systematic, explicit, scaffolded, and differentiated across the classroom.
Children with executive function problems have difficulty with planning, organizing and managing time and space, and weakness with “working memory.” Learn more about executive function, how it affects learning, and strategies to help children in school and at home.
Exit slips are written student responses to questions teachers pose at the end of a class or lesson. These quick, informal assessments enable teachers to quickly assess students’ understanding of the material.
Dr. Christopher Lee is a nationally recognized advocate, author, speaker, and leader in the fields of learning disabilities and adaptive technology. In this Q&A, Dr. Lee shares his personal story.
This ILA brief explains the basics of phonics for parents, offering guidance on phonics for emerging readers, phonological awareness, word study, approaches to teaching phonics, and teaching English learners.
Get insight into how a 21st century literacies perspective can support inclusive literacy practices that create a community of learners, use digital tools to make the curriculum accessible, and link academic goals with real‐world platforms.
