These resources were created and/or collected by Outreach staff to assist you in better understanding how to teach students with LBLD.

  • What to Know: The Science of Reading

    The Reading League, a national education nonprofit led by educators and reading experts, defines the science of reading as: A vast, interdisciplinary body of scientifically-based research about reading and issues related to reading and writing. This research has been conducted over the last five decades across the world, and it is derived from thousands of

  • What to Know: Rapid Automatized Naming (RAN)

    The act of reading requires the coordination of many cognitive skills. Students must understand that words in a given language are made up of distinct, separate sounds, and that when we read and write, these sounds are represented by letters. Not only is understanding this letter/sound code important, but the rate at which students can

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  • How to be a Sticky Teacher

    by Rob Kahn Sticky has a variety of meanings, from perilous to adhesive to tenaciously persistent. A Sticky© note on your wall or your screen invites your attention until the reminder can be discarded. And ‘stickiness’ is the holy grail for web designers and app creators: qualities that entice and then retain visitors to their

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  • Science of Reading

    Explore Amplify’s science of reading podcast series. The episodes range from interviewing students with dyslexia about their experiences to top researches in the field of neuroscience such as Nadine Gaab.

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  • Building Equity in Literacy

    by Kristine Burgess , M.Ed & M.S.Ed Inequity in Literacy Highlighted Literacy goes far beyond the ability to read and write. Rather, it is literacy that affords us the opportunity to participate in our society, from being able to obtain reasonable housing to voting knowledgeably in elections for policymakers who hold our interests at stake.

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  • Using Visualizing as a Reading Comprehension Strategy to Engage High School Learners

    by Natalia Harrison In my years of teaching, I have found the students who struggle with reading comprehension, but who have mastered other elements of reading such as decoding and fluency, to be some of the more rewarding to assist. In the book I Read It, But I Don’t Get It, Cris Tovani (2000) calls

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  • Early Identification for English Language Learners

    Students who are English language learners (ELL) are a valuable asset to school culture. Multilingualism is something to be celebrated, as fluency in more than one language is a valuable skill and can support other essential academic skills. Studies have shown that some students who are proficient in two languages may possess stronger executive function

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  • Bottom-up and Top-down Teaching

    by Rob Kahn I had a recent discussion with a tutor who mentioned she was about to teach writing multi-paragraph essays to a freshman in high school. This was uncharted ground, i.e., subject matter that was new to her, and she asked if I knew good sources for curriculum guidance where she could read best

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  • Letter blocks spell out the word "play", which has 3 phonemes. This activity supports phonemic awareness and phonics development.

    Phonemic Awareness, Phonics, and Word Study

    Defining Terms Phonemic Awareness is the ability to hear, identify, and manipulate phonemes (smallest unit of sound) in spoken words. For instance, there are three phonemes in the word tree (/t/ /r/ /e/). Phonics is a method of instruction that requires the ability to connect sounds to letters and letter combinations in order to accurately read

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