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

  • Supporting Executive Function Skills in Young Children

    Learn about how supporting executive function skills in young children can positively impact their ability to engage in goal directed behavior throughout their lives. This page from the Center on the Developing Child at Harvard University also includes a link to a working paper, as well as other relevant resources and videos about how to

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  • Free and Appropriate Education

    Learn more about the term “free and appropriate education” and its role in the Endrew F. Supreme Court ruling. This summary from Disability Scoop highlights the findings from Endrew F. v. Douglas County School District and provides a link to the nine page question and answer document issued by the Department of Education officials on

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  • How the Brain Learns to Read

    Explore this summary of research on how the brain learns to read. In this article for The New Yorker,  Maria Konnikova interviews Fumiko Hoeft, a cognitive neuroscientist and psychiatrist at the University of California, San Francisco, whose work has furthered our understanding of how brain make-up can impact one’s ability to read. Hoeft has also found

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  • Executive Function and Reading Comprehension

    Learn about the important connection between effective reading comprehension and executive function skills. This Edutopia article, adapted from Kelly B. Cartwright’s Executive Skills and Reading Comprehension: A Guide for Educators, outlines how the purposeful teaching of executive function skills and reading comprehension can help students develop into strong, active readers.

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  • Metacognition and Learning

    Understand how metacognition and learning are linked. This excerpt from “Four-Dimensional Education:
 The Competencies Learners Need to Succeed” by Charles Fadel, Bernie Trilling, and Maya Bialik, posted by Mindshift, helps us understand the essential role of metacognition in learning and problem solving in the classroom.  

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  • Note Taking Strategies

    Explore these 10 note-taking strategies from that not only help students develop efficient and effective note-taking skills, but also help to make the process of writing, reviewing, and using notes more active and student focused.

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  • Rapid Automatic Naming and Word Retrieval

    Learn about the connection between Rapid Automatic Naming and Word Retrieval. Dyslexia Help from the University of Michigan outlines why proficiency in rapid automatized naming connects to both efficient word retrieval and reading fluency. The article also provides strategies to help students who have weaker word retrieval and reading fluency find success in the classroom.

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  • Rapid Automatized Naming and Reading Fluency

    Learn about the link between rapid automatized naming and reading fluency. Dr. Maryanne Wolf and Elizabeth S. Norton outline their research on rapid automatized naming and how insight into this system has implications for understanding and treatment of reading disabilities.

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  • Reading Comprehension and Metacognition

    By Adam Hickey I recently reread a paper by Maryanne Wolf and Elizabeth Norton while listening to a Boston Public Radio interview of Anthony Bourdain. In that exchange, Bourdain discussed the “Medieval Standard of Excellence,” and I made the connection that successful reading instruction can be conceptualized as a recipe if the intent of that

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Self-Management (Social Emotional Learning)

Self-management is the ability to set and work toward personal and academic goals without significant deviation