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.
School psychologists play a critical role in the lives of children who are struggling to learn. More and more, for example, school psychologists are leaders in developing and carrying out the assessments and placements decisions that impact students from the beginning of their school careers. With your help, schools can reduce the number of students who lag behind grade level and increase the number of successful readers.
In addition to the unique gifts and interests that autistic students bring to the classroom as people, their responses can serve as an early warning system for pedagogical problems that are happening in the classroom as a whole.
Peer tutoring links high achieving students with lower achieving students or those with comparable achievement for structured learning. It promotes academic gains as well as social enhancement. This brief discusses three research-supported peer tutoring strategies: Cross-Age Tutoring; Peer-Assisted Learning Strategies (PALS); and Reciprocal Peer Tutoring (RPT).
The identification of a child with dyslexia is a difficult process, but there are ways that parents and teachers can learn more about the reading difficulty and support the child’s learning.
Autism spectrum disorder (ASD) influences how a child sees and experiences the world. Children on the autism spectrum bring many strengths to the classroom, yet they may also have challenges with social skills, language, and behaviors that require additional classroom supports for learning to read.
Writing is a highly complex language skill. Without skilled, systematic instruction, many students — particularly those with disabilities — may not become proficient writers. At stake is access to the general education curriculum. This brief discusses developmental stages, why writing may pose particular challenges for students with disabilities, and what areas should be the focus for remediation.
This webcast features Isabel Beck, Nanci Bell, and Sharon Walpole discussing the components for developing good reading comprehension skills, identifying potential stumbling blocks, and offering strategies teachers can use in the classroom.
If your child cannot read their textbooks, they need digital copies of their books. Schools now can use National Instructional Material Accessibility Standard (NIMAS) to get e-text. Learn the details that will help you advocate for your child so they can use NIMAS. And learn where to find the publishers and producers that provide e-text.
Teaching reading comprehension means improving students’ abilities to read other texts on their own with greater understanding. A 2025 report looks at 66 studies to better understand recent trends in reading comprehension instruction.
A work system is an organizational system that gives students with ASD information about what is expected when they come to the classroom. Find out how to implement a work system in your classroom.
Providing young children with rich writing experiences can lay a foundation for literacy learning. This article presents a framework for individualizing early writing instruction in the preschool classroom.
School psychologists working in districts that use Response to Intervention (RTI) can offer expertise at many levels, from system-wide program design to specific assessment and intervention efforts with individual students.
The knowledge and skills base required for teaching reading well is extensive. This outline of a proposed curriculum for teacher education programs in reading covers knowledge of reading development, language structure, and strategies for instruction and assessment.
