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Learn about cognitive resilience in children with reading difficulties. This research explores factors that can offset reading failure or difficulty in children. Specifically, the paper looks at both cognitive and social-emotional protective elements that can help children in the school setting find success despite any noted reading or other learning difficulty.
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Learn more about understanding dyslexia. This comprehensive overview from the Child Mind Institute outlines the definition of dyslexia, its impact on students, and the process of evaluating whether or not a student has dyslexia.
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Understand the social and emotional problems related to dyslexia. This LD online article outlines some of the emotional impacts a student with dyslexia may experience in the classroom and beyond and gives reasons why they may struggle with social interaction.
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Understand more about dyslexia and the brain. This Understood.org video with Guinevere Eden, PhD, professor of pediatrics and the director of the Center for the Study of Learning at Georgetown University, explains how the brain of a child with dyslexia works and the impact of effective remediation on the brain.
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by Erin Broudo
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From infancy onward, we all need models to learn new skills. Infants’ babbling mirrors the sounds of caregivers and lays the foundation that enables them to develop spoken language. Children learn by watching models and mimicking—to dress themselves, show manners, and swing on a swing set, for example. In fact, throughout our lives we depend
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Finding the main idea or understanding what you read is one link in a chain of reading skills, and each skill relies on and supports one another. To comprehend text, students must first be able to understand the phonological components of language (that sounds are represented by letters), then they must be able to decode
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Jo Boaler, a British education author and a professor of mathematics education at Stanford Graduate School of Education, has completed extensive research on how we learn math from early infancy through adulthood. By studying parts of our brain where math facts are held and manipulated, she concludes that many of the methodologies currently used to
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