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

  • What to Know: Rapid Automatized Naming (RAN)

    The act of reading requires the coordination of many cognitive skills. Students must understand that words in a given language are made up of distinct, separate sounds, and that when we read and write, these sounds are represented by letters. Not only is understanding this letter/sound code important, but the rate at which students can

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  • Science of Reading

    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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  • Building Equity in Literacy

    by Kristine Burgess , M.Ed & M.S.Ed Inequity in Literacy Highlighted Literacy goes far beyond the ability to read and write. Rather, it is literacy that affords us the opportunity to participate in our society, from being able to obtain reasonable housing to voting knowledgeably in elections for policymakers who hold our interests at stake.

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  • Using Visualizing as a Reading Comprehension Strategy to Engage High School Learners

    by Natalia Harrison In my years of teaching, I have found the students who struggle with reading comprehension, but who have mastered other elements of reading such as decoding and fluency, to be some of the more rewarding to assist. In the book I Read It, But I Don’t Get It, Cris Tovani (2000) calls

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  • Early Identification for English Language Learners

    Students who are English language learners (ELL) are a valuable asset to school culture. Multilingualism is something to be celebrated, as fluency in more than one language is a valuable skill and can support other essential academic skills. Studies have shown that some students who are proficient in two languages may possess stronger executive function

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  • Bottom-up and Top-down Teaching

    by Rob Kahn I had a recent discussion with a tutor who mentioned she was about to teach writing multi-paragraph essays to a freshman in high school. This was uncharted ground, i.e., subject matter that was new to her, and she asked if I knew good sources for curriculum guidance where she could read best

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  • Letter blocks spell out the word "play", which has 3 phonemes. This activity supports phonemic awareness and phonics development.

    Phonemic Awareness, Phonics, and Word Study

    Defining Terms Phonemic Awareness is the ability to hear, identify, and manipulate phonemes (smallest unit of sound) in spoken words. For instance, there are three phonemes in the word tree (/t/ /r/ /e/). Phonics is a method of instruction that requires the ability to connect sounds to letters and letter combinations in order to accurately read

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  • An educator measures a student's reading progress while he reads aloud

    Measuring Reading Progress

    How is Reading Progress Measured? Reading is a complex process that involves a variety of skills and components. Before determining a way to measure reading progress, the specific reading skill being measured must first be identified. Please note that phonemic awareness is not included here as that particular skill generally requires more complex progress monitoring.

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  • Using a Decoding Toolkit to Develop a Common Language

    by Natalia Harrison I have always looked forward to September; I find the start of a new school year serves as the perfect opportunity to establish routines and develop good habits. As reading teachers, one way we can do this is by committing to using a common language to provide consistent cues and vocabulary, both

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