Resources

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

  • Dyslexia: What to Know

    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 spelling and decoding

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  • Working Memory and Executive Function

    Learn more about the link between working memory and executive function. This article from ADDitude: Inside the ADHD Mind highlights how working memory is part of what enables us to engage in goal directed behavior.

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  • Informal Assessment

    At their core, assessment measures, whether they are formal or informal, work to give a snapshot of a student’s ability level and skill development. The results of these measures can provide educators with insight and understanding of a students’ academic proficiency and can present educators with a road map to assist in strengthening any necessary

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  • Study Skills to Support Language in the Math Classroom

    Students with language-based learning disabilities benefit from strategies to assist in the management of language demands across all subjects. Typically, study skills, the management of time, materials, and language, is a skill set assumed to be reserved for subjects like literature and social science. Language arts and history teachers regularly use interactive notebooks and two-column

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  • Student Perspectives on Executive Function

    Interview conducted by Lauren Murphy and Kaia Cunningham Building positive, productive, and trusting relationships with students is a cornerstone of effective teaching. Just as our personalities and lived experiences shape and inform our teaching persona, students also bring their histories to the classroom. Part of student history incorporates the intersection of their personality, experiences, and

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  • The Invaluable Paraprofessional

    By Linda Gross, M.A., CCC-SLP It is indisputable — paraprofessionals are valuable members of the educational team! These are the people who educators rely on to assist students in the learning process. Each school has their own job title to identify paraprofessionals, such as teaching assistant, aide, or paraeducator. A paraprofessional may be assigned to

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  • Elementary students practice reading and writing sight words with individual white boards

    The Reading and Writing Connection

    Reading and writing skills are the cornerstones of academic proficiency, and there are many cognitive processes that must coordinate in order for students to access content and demonstrate mastery. Literacy experts believe that reading is developed through a series of skills that help us connect our speech sounds to letters, those letters to words, words

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  • Supporting Executive Function through Process Writing

    by Kate Payson Writing is an incredibly complex language task. For everyone! The human brain is wired for listening and speaking, but the fact of the matter is that we haven’t been reading or writing for long enough for our brains to develop intrinsic strategies to naturally tackle those domains of language. We have to

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  • Supporting Students in Developing Automatic Word Recognition

    by Beth Dietze Literacy expert Louisa Moats once famously said, “teaching reading IS rocket science” (Moats 2020). While a clever statement, when thinking about those students who appear to learn to read almost effortlessly, it initially didn’t resonate with me. Upon further thought, when contemplating those students who struggle acquiring literacy skills, this statement takes

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