Dr. John Gabrieli is on the faculty at MIT, in the Department of Brain and Cognitive Sciences and the Institute for Medical Engineering and Science. Dr. Gabrieli’s research focuses on the brain mechanisms of memory, cognition, and emotion in the human brain, and how those mechanisms are disrupted in neurological disorders, including dyslexia.
Award-winning author of acclaimed middle-grade novels Sally J. Pla talks (The Someday Birds) about how her own autism informs the characters and stories she writes.
Universal Design for Learning (UDL) provides the opportunity for all students to access, participate in, and progress in the general-education curriculum by reducing barriers to instruction. Learn more about how UDL offers options for how information is presented, how students respond or demonstrate their knowledge and skills, and how students are engaged in learning.
Progress monitoring is an assessment technique that tells teachers how and when to adjust curriculum so that students meet benchmark goals by the end of the year. This research shows that progress monitoring is an effective way to set and meet academic goals.
Strong home-to-school connections are one of the best ways to support your child’s academic, social, and emotional growth. Get some tips on how to build and maintain meaningful communication and involvement with your child’s school.
We all use strategies throughout our day to remember the variety of facts and ideas we need to retain. It is valuable for teachers, therapists, and parents to understand the memory process in order to become better equipped to help our students understand and use strategies.
Dr. Mark Seidenberg is Vilas Research Professor and Donald O. Hebb Professor in the Department of Psychology at the University of Wisconsin-Madison. He is a cognitive scientist/neuroscientist/psycholinguist who has studied language, reading, and dyslexia for more than 30 years.
Today’s speech language pathologists (SLPs) play many roles in supporting the development of speech, language, communication, and literacy skills. Their roles often include screening, assessing, advocating, and programming/designing augmentative communication equipment in addition to providing direct intervention with students and indirect roles of consulting, coaching, collaborating, and training educators and families.
Professional school counselors can be more effective in their work with parents of students with disabilities — as well as with the students themselves, their teachers, and other students — if they understand parent perspectives. Parents’ areas of concern are described, and implications for school counselors are discussed.
We thank our teachers every day for the important work they do in our classrooms — especially for sharing their love of books, reading, writing, and creating a vibrant literacy community.
Inspire young readers to practice every day. Hosted by Deborah Norville, this episode explores the ability to decode quickly and achieve fluency — and how early testing and intervention can help struggling readers.
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.
In classrooms around the country, teachers need to teach reading to children who don’t speak English, and they haven’t been trained. Experts Diane August, Margarita Calderón, and Fred Genesee discuss the best research-based practices for teaching English language learners.
This study describes a second-grade science curriculum designed to individualize student instruction so that students, regardless of initial science and literacy skills, gain science knowledge and reading skills. The instruction incorporates flexible, homogeneous, literacy skills-based grouping, use of leveled science text, and explicit use of discussion and comprehension strategies.
Through children’s books, interviews with children’s authors, activities, and educational resources, we celebrate and learn about the rich history and cultural heritage of Asian Pacific Americans.
Watch video clips from well-known children’s authors, talking about their journey to becoming writers, describing their writing process, and offering advice for young writers.
It might seem that evaluating information online (just one form of “new literacy”) and reading a book (more of a foundational literacy) are pretty much the same thing. But there are differences that, when brought into the classroom and incorporated into curricula, are enriching the educational experiences of many K-12 students. Many administrators are beginning to recognize the need to revise their districts’ media skills instruction.
Does summer reading really work? Can simply giving books to children actually help close the achievement gap? This article shares what we know and what we are still learning about summer reading.
