Filter resources by:
Select a filter from the drop down menu to apply the filter. Page reloads upon selection
Jul 20, 2016
Informal Assessment
While formal assessment measures can give a picture of student performance as measured against peers using normed references, it is informal assessment that teachers most frequently use to improve, modify, adapt, and accommodate instruction as a means to maximize student learning as measured through their performance. Informal assessment measures are a key component of diagnostic
Read Strategy
Jul 18, 2016
Games to Reinforce Reading and Spelling
Not only does this type of instruction assist students with the acquisition of reading skills, but it can also support spelling. Additional educational research highlights that the skills of reading and spelling are very closely linked and require an understanding of the same basic language skills, such as knowing that sounds are represented by letters.
Read Strategy
Jul 16, 2016
Receptive and Expressive Language and Specific Learning Disabilities
The skills of listening and speaking in the classroom fall into two categories: Receptive Language These skills enable us to comprehend spoken and written words and sentences, as well as non-verbal communication. Difficulty with receptive language can present tremendous challenges with learning and social interaction in the classroom. Students who have difficulty in receptive language
Read Strategy
Jul 13, 2016
Executive Function: Activation Routines
Educators can support students executive functions and help them get started through creating consistent activation routines. Several Outreach resources are related to six aspects of executive function: activation, focus, effort, emotion, memory, and action.1 In addition, we’ll continue to organize the resources in relation to Landmark’s Six Teaching Principles™. This resource focuses on strategies to activate students toward
Read Strategy
Jul 13, 2016
Working Memory: Classroom Strategies
What is working memory? Working memory requires the brain to learn and manipulate new information in such a way that it can be translated into long-term memory and referenced again. It is essentially the work station of the brain: learning and filtering new information, working with that information, and then storing it for future use.
Read Strategy
Jul 12, 2016
Expository Writing Across the Curriculum
To begin, if students are going to be able to accurately reflect what they know in writing, they must not only comprehend the text read, but they must also understand the prompt for which they are writing. If a prompt is asking them to explain the role of a character in a story, they need
Read Strategy
Jul 12, 2016
Word-Picture Associations Help Students with LBLD Develop Vocabulary
The simplest approach to teaching vocabulary words and their definitions is to have a student find a target word in a dictionary and to write out its meaning (Stahl 1986). Unfortunately, as many teachers are keenly aware, the most parsimonious approach is not always the most effective approach. In fact, researchers (e.g., Stahl 1986) have
Read Strategy
Jul 11, 2016
Study Skills: Materials Management
One of the most visible ways students can demonstrate difficulty with study skills is in managing their materials. It is common for teachers to see students with messy backpacks or students who cannot remember or find important materials for class. This can be a point of stress for both teachers and students, and without directly
Read Strategy
Jul 9, 2016
Proofreading
An important component of the writing process, one that often challenges students with language-based learning disabilities, is proofreading. Proofreading is an element of editing focused on the concrete skills of spelling, capitalization, punctuation, and sentence structure. “Critical proofreading, or critical thought, relies on a fairly well-developed metacognitive ability which many students with language-based learning disabilities lack. The language demands involved in applying
Read Strategy