This infographic highlights how students unlock the power of reading to learn. In the early years, children gain vocabulary, knowledge, and understanding of their home language through listening. This can be boosted by engaging in meaningful conversations, listening to stories read aloud, and exposure to knowledge and vocabulary-building media. While this is a powerful and…
In this International Dyslexia Association Perspectives article, authors Tanya S. Wright and Susan B. Neuman explore the topic of content-rich vocabulary instruction. The article explains why vocabulary instruction is essential and what it is. It provides five meaningful ways to increase vocabulary instruction in the classroom, including how to create a vocabulary-rich environment, ways to…
In this International Dyslexia Association Perspectives article, author Jennifer Wells Greene defines academic vocabulary and discusses what makes it different from other types of vocabulary. The article outlines key priorities for word learning and provides several activities to promote vocabulary acquisition in the classroom.
Intensive intervention helps students with severe and persistent learning needs, including students with learning disabilities. Data-based individualization is an approach to intensive intervention. This website provides an outline of the steps of data-based individualization, walking educators through each step.
This episode of Reading Road Trip covers various aspects of coaching, including improving communication, setting and achieving goals, utilizing data in an MTSS model, and supporting administrators. Discussion Guide
In this Reading Universe document, Reid Lyon summarizes, in plain language, what research has learned about reading development in the last 50 years. This resource will support Educators in professional development with a concise list that includes selective of studies that underlie each maxim.
In this International Dyslexia Association Perspectives article, author Elsa Cárdenas-Hagan highlights considerations for multi-lingual learners around vocabulary instruction and provides evidence-based instructional practices to support their progress. The article explains the need for morphological instruction and support for middle school students and outlines special considerations for language development for multi-lingual learners.
In this International Dyslexia Association Perspectives article, Dr. Mary Schleppegrell has described three strategies educators can use to help students explore the language of complex texts. Educators can explicitly discuss the connections between the form and meaning of texts to help students read for deeper understanding.
In this International Dyslexia Association Perspectives article, Dr. Melissa Lee Farrall discusses that no single assessment will describe an individual’s skill in written syntax. Farrall gives educators examples of how to assess the component skills of writing that support the development of written expression.
In this International Dyslexia Association Perspectives article, Dr. Cheryl Scott and Dr. Catherine Balthazar, discuss the research about sentences as a unit of oral and written language. They discuss sentence complexity, how to identify students at risk for syntactic problems, and intervention practices to support these students.
In this PaTTAN Literacy Symposium webinar, Dr. Lakeisha Johnson examines the differences between African-American English and mainstream American English and the relationship between oral language skills and African-American students. She discusses assessment and treatment practices that are culturally responsive. Dr. Johnson outlines the issues with confusing a linguistic difference with a linguistic disorder and provides…
Moats emphasizes the importance of spelling knowledge and language understanding in literacy development in this article. It highlights that spelling is not just about memorizing letters but involves various language aspects like pronunciation, spelling, meaning, and grammatical structure. Good spellers possess comprehensive mental images of words, while poor spellers may lack accuracy and completeness. Moats…
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