In this episode, host Kate Winn welcomes Dr. Sonia Cabell for a candid discussion about five key research-based elements of early language and literacy instruction for young children.
In this episode, Kate Winn is joined by Dr. Carolyn Strom for a conversation about the reading brain. What are the neural underpinnings of how students learn to read? How can research in this field help us in the classroom?
In this podcast episode, Kate Winn hosts Diana Burchell for a conversation about language learners. Is structured literacy appropriate for multilingual learners? Can early screening and intervention support students in French Immersion? What does research tell us about the language and literacy development of refugees from Syria?
This facilitator’s guide is designed to assist professional learning communities (PLCs) in applying evidence-based strategies to help K-3 students acquire the language and literacy skills needed to succeed academically. This document is a support for educators watching the IES videos of foundational language and literacy instruction.
By modeling the use of sophisticated words, educators can promote students’ vocabulary growth and word consciousness. In this article, the research support for this approach is explained, suggestions are provided for how teachers might accomplish this goal, and examples are shared from teachers who have done it successfully. Don’t miss the helpful list of sophisticated…
Melinda Hinch, Speech-Language Pathologist at Greater Essex County DSB, has adapted morphology lessons from The Morphology Project, an open-source series of lessons developed by a group of teachers and school leaders in Australia. This is a series of slides to teach grade 3 students the suffixes listed in the Language Foundations Continuum.
Melinda Hinch, Speech-Language Pathologist at Greater Essex County DSB, has adapted morphology lessons from The Morphology Project, an open-source series of lessons developed by a group of teachers and school leaders in Australia. This is a series of slides to teach grade 2 students the suffixes listed in the Language Foundations Continuum.
Melinda Hinch, Speech-Language Pathologist at Greater Essex County DSB, has adapted morphology lessons from The Morphology Project, an open-source series of lessons developed by a group of teachers and school leaders in Australia. This is a series of slides to teach grade 3 students the prefixes listed in the Language Foundations Continuum.
Melinda Hinch, Speech-Language Pathologist at Greater Essex County DSB, has adapted morphology lessons from The Morphology Project, an open-source series of lessons developed by a group of teachers and school leaders in Australia. This is a series of slides to teach grade 1 and 2 students the prefixes listed in the Language Foundations Continuum.
Melinda Hinch, Speech-Language Pathologist at Greater Essex County DSB, has adapted morphology lessons from The Morphology Project, an open-source series of lessons developed by a group of teachers and school leaders in Australia. This is a written document to support effective implementation of the lessons.
Dr Timothy Shanahan discusses the features that make a text complex, including background knowledge, organization, and text cohesion.
It is of critical importance that educators learn as much as they can about students’ home language in order to provide both effective and culturally relevant and responsive instruction. ASHA maintains a list of phonemic inventories that support educators in learning more about the structure of languages student speak.
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