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May 1, 2023 Writing a cohesive research paper requires an extensive amount of self-talk, self questioning, and self-monitoring. This internal language or metacognitive process can be under-developed in students with LBLD as they often allocate so much cognitive energy understanding and reading sources, as well as composing their thoughts based on this information, that they
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by Courtney Anastasia-Murphy March 3, 2023 Did you know that a six month old baby can tell the difference between two words that differ by one phoneme, such as “pat” and “put”? They can make this phoneme discrimination because phonemes are the “building blocks” of spoken language, and the phonological processor in the brain is
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by Kate Payson and Katie Worden March 1, 2023 When teachers deliver instruction through structured thematic content with carefully chosen vocabulary, students of all ability levels can collaboratively engage in class activities to address necessary language skills. Consistent thematic instruction reduces the cognitive load on students’ working memory, aids in recall, and builds vocabulary and
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November 13, 2022 by Kate Payson and Katie Worden “If you don’t know where you’re going, you’ll end up someplace else” (Yogi Berra). For many students, the struggle begins when they are assigned a paper, project, or presentation. They may be overwhelmed by the enormity of the task, or not know where to start. Others
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March 21, 2022 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
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by Natalia Harrison January 4, 2023 Previously, I wrote about the importance of building a common language with students by implementing a Decoding Toolkit. The key benefit of this approach is that, once established, it allows the teacher to more efficiently deliver instruction so time is not lost in explanation and background knowledge. Students with
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by Joan Sedita This post was reprinted with permission from Joan Sedita. The original post can be accessed here and all posts by Joan Sedita can be accessed at the Literacy Lines blog. January 10, 2023 An important strategy to help students build their vocabulary is use of context – i.e., using the clues or hints provided in the
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December 21, 2022 The language skills that students are asked to use in a classroom fall into two distinct categories: language processing, or receptive language skills, and language production, or expressive language skills. The columns in the Language Box™ show these categories. Receptive Language Skills refer to how we process either spoken or written word.
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October 13, 2022 Explore this comprehensive list of decodable texts for students of all ages from The Reading League. Landmark Outreach is one of its mission partners.
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