Teacher question: In terms of teaching comprehension to grade 3-5 students, what is the best way to help the readers transfer the strategies they are taught so they can be independent, self-regulated readers? Shanahan's response: If you want to teach reading comprehension strategies to on-grade level students between the ages of 8-10, we have a pretty good idea of how to do that successfully. The teaching of strategies is a good focus as well, given the large amount of research showing that strategy instruction can be beneficial.
The subjects were the 414 participants comprising the Connecticut Longitudinal Study, a sample survey cohort, assessed yearly from 1st to 12th grade on measures of reading and IQ. Statistical analysis employed longitudinal models based on growth curves and multiple groups. Results from the study indicated that as early as first grade, compared with typical readers, dyslexic readers had lower reading scores and verbal IQ, and their trajectories over time never converge with those of typical readers.
If you have ever had surgery, you probably have had the weird experience of signing off on a bunch of medical paperwork. The oddest form is the one that gives the surgeon permission to assault you. Think about it. Usually we don’t want people poking at us with knives. Doctors can’t do that either, unless we give our permission. Otherwise, every tonsillectomy would lead to a 911 call. That means context matters. Stick a knife in someone in an OR and that is cool, do the same thing down at the local tap and you'll do 5-7 in the state penitentiary.
In research just published by the University of California at Davis and Yale University, educators can find advice to heed now about promptly identifying and intervening with students who are dyslexic.
Key Points: A vocabulary gap between children from professional families and children from families on welfare is a major contributor to the achievement gap In a child's early years, the quality of conversational opportunities is just as important as the quantity of words spoken
Do these children deserve our support and ongoing commitment?
Dyslexia often is confusing for parents and teachers as the manner in which it presents can differ widely among children and youths. Dyslexia can go undetected for a long time, but it is neurologically based, known to be inherited, and will not be outgrown. Once students fall behind, their problems connected with reading, writing, and spelling can become complicated by negative feelings that affect their self-esteem.
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2015 was a banner year for all who care about what happens to dyslexic boys, girls, men and women, according to Yale Center for Dyslexia & Creativity (YCDC) Co-Directors Bennett Shaywitz, MD and Sally Shaywitz, MD. Open Doors "Truly, the door has opened and light is beginning to come in for dyslexia," writes the YCDC team in an email. The doctors are referring to a changing landscape for dyslexics thanks to efforts from many people. These include researchers, educators, parents and legislators.
This comprehensive report ranks states on 65 policy indicators in seven policy areas that promote strong literacy skills by the end of third grade. States are grouped into one of three categories that indicate the relative strength of their policies and programs across all seven policy areas combined and within each individual policy area. The report evaluates states’ third grade reading laws on eight criteria related to assessment, intervention, communication with parents, and retention.
WE need to know how to make early identification and instruction work....on a school wide basis.
Assistive technology ideas overflow in these articles collected during 2015. The next school break might be a good time to consider some of them to ease instruction for students who struggle in school.
When I arose today I saw lots of tweets and Facebook posts about a new U.S. Department of Education study. Then I started getting emails from folks in the schools and in the state departments of education. “What’s going on here?” was the common trope. Basically, the study looked at RtI programs in Grades 1 through 3. The reports say that RtI interventions were lowering reading achievement in Grade 1 and while the RtI interventions weren’t hurting the older kids, they weren’t helping them to read better.
I am a strong believer in early identification of reading problems and "appropriate" early intervention, but I think we need to be critical uses of concepts like RTI. What do you think?
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