Resources

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

  • Helping Students Avoid the “I Don’t Know” Trap

    By Hazel Crowley “I don’t know.” It’s the ultimate classroom buzzkill. A dreaded non-answer. A gut punch of a phrase that routinely sends me plummeting on the roller coaster of even the best-prepared lesson. After battling with one particularly cautious class, I developed the following approach.  Brainstorm The first step is to address the elephant

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  • Colorin Colorado

    Explore the Colorin Colorado website. This site is dedicated to helping educators design effective instruction and create a supportive classroom setting for English language learners.

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  • Effective Vocabulary Instruction

    Explore what makes effective vocabulary instruction. This article by Joan Sedita explains why vocabulary instruction is an essential piece of reading instruction and outlines strategies that teachers can use to boost vocabulary instruction in their settings.

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  • What to Know: Dyscalculia

    The National Center for Learning Disabilities (NCLD) defines dyscalculia as, “a specific learning disability in math. Children with dyscalculia may have difficulty understanding number-related concepts or using symbols or functions needed for success in mathematics” (Horowitz, Rawe, & Whittaker, 2017, ch. 1).  The ability to acquire arithmetic skills without being explicitly taught to do so

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  • Removing Obstacles to Learning Math

    Learn about removing obstacles to learning math.  Mind/Shift reports on the work of Jo Boaler, a Stanford professor of math education.  Boaler believes that students should be taught math as an exercise in problem solving not as an act of memorization.  The article also cites recent neuroscience research to back Boaler’s suggestions.

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  • Strategies for Teaching Question Types

    by Deirdre Mulligan There are two main principles that I try to keep at the forefront of my mind when planning and developing lessons and working with my students. #1, I try to set the students up for success, and #2, I never assume anything. To set them up for success, I have to meet

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  • Diagnostic and Prescriptive Teaching

    What is it? Diagnostic prescriptive teaching is an educational approach that has existed for decades. To implement this type of instruction in a classroom, teachers first diagnose their students’ academic abilities and limitations, then prescribe an appropriate course of action to address areas of weakness. Like a doctor trying to decide the correct pill dosage

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  • Receptive and Expressive Language and Specific Learning Disabilities

    Children are not explicitly taught to listen or speak because these skills develop naturally as we are exposed to language. However, students with a specific learning disability (SLD) such as dyslexia often experience difficulty with these critical language skills that are essential to classroom success.    The skills of listening and speaking in the classroom falls

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  • Brain Differences Between Dyslexia and Dysgraphia

    Understand the brain differences between dyslexia and dysgraphia. Understood.org reports on the latest research related to the brain differences between these SLDs.  The research from the small study from the University of Washington reveals that there are distinctly different brain structures and functionalities between students with dyslexia and dyscalculia.

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