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October 3, 2022 Decades of research in the fields of literacy and neuroscience have helped to articulate what happens in the brain when we read. A crucial takeaway from this body of research is that the human brain is not hardwired for reading, meaning that for most people to learn to read they need to
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September 6, 2022 The Reading League, a national education nonprofit led by educators and reading experts, defines the science of reading as: A vast, interdisciplinary body of scientifically-based research about reading and issues related to reading and writing. This research has been conducted over the last five decades across the world, and it is derived
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October 14, 2022 Developed by Hollis Scarborough in 2001 and explained in her paper titled “Connecting Early Language to Later Reading (Dis)Abilities, this helpful infographic, often called Scarborough’s Rope or the Reading Rope, explains how essential language skills work together to develop skilled reading. Similar to the equation in the Simple View of Reading R
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January 10, 2022 Explore Amplify’s science of reading podcast series. The episodes range from interviewing students with dyslexia about their experiences to top researches in the field of neuroscience such as Nadine Gaab.
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October 8, 2021 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
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November 29, 2021 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
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October 28, 2021 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
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by Keryn Kwedor January 21, 2021 Put yourself in the place of a student who just got an important writing assignment back from their teacher. You see a letter grade alongside the comment that justifies the teacher’s scoring decision. You might wonder what makes a C different from an C+? Maybe you worked on this
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Explore how to help students who think differently. Reading Rockets unpacks the 2016 National Center for Learning Disabilities report and explains how educators can use this data to help unlock the potential of all students in their classroom.
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Understand the processes of a dyslexia evaluation. In this Understood.org video, Matthew M. Cruger, PhD, a clinical psychologist and senior director of the Learning and Development Center at the Child Mind Institute, conducts an evaluation for learning and thinking differences. Dr. Cruger also explains the relevance of each test he uses.
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by Keryn Kwedor
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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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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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Understand the role of protective factors for students with dyslexia. Researchers Stephanie L. Haft and Dr. Fumiko Hoeft summarize their research for the International Dyslexia Association and highlight that there are both cognitive and social emotional factors that can help students with dyslexia have positive school experiences.
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Understand more about resilience and dyslexia. Fumkio Hoeft, cognitive neuroscientist, speaks for Understood.org about the importance of certain protective factors in helping students with learning differences feel success in their schooling.
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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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Explore the Yale Center for Dyslexia and Creativity’s website. This site provides resources for teachers and families and has accessible and valuable information about dyslexia and how it can present in the classroom
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Understand the need for research-based reading instruction in schools. Louisa Moats writes this practitioners guide to identifying effective reading programs that follow a progression of reading skills from phonemic awareness through reading comprehension.
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Learn about the importance of early intervention. Watch this video from the Yale Center for Dyslexia and Creativity that features students with dyslexia speaking about why early intervention matters.
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Explore these dyslexia resources from the Massachusetts Department of Elementary and Secondary Education. The web page includes the definition of dyslexia from the International Dyslexia Association, information about early intervention, and resources related to writing IEPs.
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