Resources

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

  • Supporting Students in Developing Automatic Word Recognition

    by Beth Dietze Literacy expert Louisa Moats once famously said, “teaching reading IS rocket science” (Moats 2020). While a clever statement, when thinking about those students who appear to learn to read almost effortlessly, it initially didn’t resonate with me. Upon further thought, when contemplating those students who struggle acquiring literacy skills, this statement takes

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  • Building Contextual Reading Fluency Through Phrase-Level Practice

    by Meghan Sebens When we think about reading fluency, we most often picture a student reading a passage. The teacher, timer in hand, completes a running record, noting errors and words correct per minute. While timed, repeated readings are one valid method of practicing fluency when done with the appropriate supports, there is an abundance

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  • The Simple View of Reading

    Developed by Phillip Gough and colleagues (Gough & Tumner, 1986; Hoover and Gough,1990; Juel, Griffith, & Gough,1986) in 1986, the Simple View of Reading was one of the first models of reading development that explored the process of reading acquisition. Their research asserted that the endgame of reading is comprehension, and they outlined that in

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  • Paraphrasing to Support Reading Comprehension

    by Kaia Cunningham I love stories. I love getting lost in a narrative and using the magic of words to imagine another place, time, and life. It can be so powerful, and it’s an experience that I love sharing with my students.   Vocabulary knowledge and background information are the cornerstones of reading comprehension. They are

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  • Handwriting and Literacy Development

    In the digital age, many people consider handwriting to be an antiquated form of communication. The emphasis on handwriting decreases as students get older, and many places do not require direct instruction in letter formation past the first grade, instead shifting the focus to keyboarding. Although typing skills are also critical to literacy, it has

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  • Reading Fluency in High School: Beyond Rate and Accuracy

    by Natalia Harrison The early elementary years are often dedicated to intensive reading instruction as teachers look to move students from learning to read to reading to learn. Unfortunately, not all students make this transition as easily as others, and while remediation often continues through elementary school, for some, reading fluency remains a challenge and

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  • Dyslexia: What to Know

    Dyslexia is a widely researched and discussed learning disability. The official definition, written and compiled by Reid Lyon and Sally and Bennett Shaywitz, reads as follows: “Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and or fluent word recognition and by poor spelling and decoding

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  • Reading Development: What to Know

    Reading is a complex process that requires the development and interaction of a variety of skills. Although reading is a crucial part of navigating the modern world, it is important to understand that the ability to read is a recent human invention and is not an inherent, genetic trait that all people possess. Humans can

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  • Using a Decoding Toolkit to Develop a Common Language

    by Natalia Harrison I have always looked forward to September; I find the start of a new school year serves as the perfect opportunity to establish routines and develop good habits. As reading teachers, one way we can do this is by committing to using a common language to provide consistent cues and vocabulary, both

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