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

  • A young girl and a young woman work together

    Word-Picture Associations Help Students with LBLD Develop Vocabulary

    Special education teachers place a particular emphasis on effective strategies for teaching reading and vocabulary development, an area where most students with language-based learning disabilities (90%) have significant difficulties (Vaughn, Moody, and Schumm 1998). Rupley, Logan, and Nichols (1998) note that vocabulary development is a crucial aspect of successful reading, primarily, because a highly evolved

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  • Portfolios and the Art of Reflection

    Learn about using the art of reflection in the classroom. This Edutopia article discusses the importance of creating learning portfolios as a way to allow students to reflect on their learning process, which can deepen their connection to the content learned over the year.

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  • Education Myths

    This radio segment from NPR’s Science Friday explores evidence that debunks popular and persistent education myths about the way people learn, including the popular idea of the importance of learning styles.

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  • Classroom Q&A with Larry Ferlazzo from Education Week

    Read expert responses from the Classroom Q&A with Larry Ferlazzo. The experts, including Jo Boaler, Katie Brown, Rachael George, Laura Greenstein, Dan Rothstein, David Jacob, and Greg Brown, respond to the following question: What is an instructional strategy and/or teaching concept that you think is under-used/under-appreciated in the classroom that you think should be practiced more

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  • poetry word in mixed vintage metal type printing blocks over grunge wood

    Written and Oral Expression

    Students with language-based learning disabilities often experience difficulty with written and oral expression. Using diamante poems, which follow a specific, structured format, students utilize different parts of speech to create a poem on any given topic or opposing topics. When students have completed their poems, they can share them with the class. What is a

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  • Evaluating the Social Emotional Learning Approach

    Why Teach Social Emotional Learning Skills? Research suggests that Social Emotional Learning skills (self-awareness, self-management, relationship skills, social awareness, and responsible decision making) are a core component of student success. Learning is a social process, and schools are often the hub of students’ social interactions. If student progress is hampered by emotions, then learning cannot

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  • Informal Assessment

    The ultimate goal of informal assessment is to maximize  student learning as measured through their performance. Through informal assessment, teachers can improve, modify, adapt, and accommodate instruction to reach that goal.

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  • A young girl writes at a desk

    Process Writing: An Overview for Teachers

    Process writing is a way of breaking down the task of writing into its smaller component parts. By completing each step sequentially, writing becomes a less threatening and less daunting task. Students learn that writing doesn’t just happen; it is planned and it evolves, taking shape as it develops. The steps in process writing can

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  • A student and a teacher work on writing together

    The Writing Process: Teach the Thinking Phase

    Students often embark on writing assignments without enough background knowledge to produce more than a cursory summary of basic information. The four Cs are an easy-to-remember strategy for the thinking phase of writing. They are to collect sources, comprehend arguments and points of view, critically think, and craft a response. Excerpted from: Teaching Independent Minds: A Landmark

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Evaluating the Social Emotional Learning Approach

Being open to adapting classroom practices to meet students’ needs will increase the effectiveness of instruction and make all students feel comfortable in the learning environment.