Resources

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

  • Handwriting and Literacy Development

    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 literacy, it has

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  • Reading Fluency in High School: Beyond Rate and Accuracy

    by Natalia Harrison The early elementary years are often dedicated to intensive reading instruction as teachers look to move students from learning to read to reading to learn. Unfortunately, not all students make this transition as easily as others, and while remediation often continues through elementary school, for some, reading fluency remains a challenge and

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  • 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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  • Reading Development: What to Know

    Reading is a complex process that requires the development and interaction of a variety of skills. Although reading is a crucial part of navigating the modern world, it is important to understand that the ability to read is a recent human invention and is not an inherent, genetic trait that all people possess. Humans can

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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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  • Reading Comprehension: What to Know

    In order for students to comprehend the information that they read, a variety of factors must be intact. First, students must understand the structure of the language they are reading, including grammar, syntax, and figures of speech. Students also need to be able to quickly decode words in order to read the text fluently, and

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  • Understand Rapid Automatized Naming

    Understand more about rapid automatized naming (RAN) and its impact on learning. Understood.org explains the test protocol and the implication low scores the RAN can have for student learning.

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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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  • Executive Function: What to Know

    What is Executive Function? The idea that there is a system of functions within our brain that helps us coordinate our actions, direct our behavior, and manage our emotional response is a long-standing concept. The term “executive functions” was created by Karl Pribram in the 1970s through his research that attempted to understand the role

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