Remote Learning
Remote literacy learning is a collaboration among schools, families, and students.
Remote literacy learning includes a mixture of literacy learning experiences that are teacher-led, family-led, and student-led. It is a collaboration among schools, families, and students. Schools play an important role in providing families and students support.
This toolkit helps schools and families join efforts to support children’s literacy growth in remote or blended learning environments.
Expert: Jack Fletcher, Ph.D.
Dyslexia is a brain-based learning disability that specifically impairs a person’s ability to read.
The characteristics of dyslexia legislation.
When evaluating the quality of any screening tool, it is important to determine whether or not the assessment is biased against different groups of students. We want to ensure that students do not receive higher or lower scores on an assessment for reasons other than the primary skill or trait that is being tested.
Classification accuracy is a key characteristic of screening tools. A goal in classification accuracy is to correctly identify issues that result in a later problem and situations in which the scores identify issues that do not result in a later problem.
Expert: Jack Fletcher, Ph.D.
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A preschool director describes how mentors form reciprocal relationships with teachers; employ observational and assessment data to engage teachers in developing action plans; and use videos to promote reflection.
Topic: Professional Development
This lesson on affixes and suffixes may be used to supplement reading instruction to meet student needs.
Topic: Vocabulary
Part 2 of a module on teaching vocabulary in the content areas.
Topic: Vocabulary
Classification Accuracy
Definition
How well a measure detects a condition or risk for a condition. Classification accuracy is often discussed in terms of true positives, false positives, true negatives, and false negatives.
The research reported here is funded by awards to the National Center on Improving Literacy from the Office of Elementary and Secondary Education, in partnership with the Office of Special Education Programs (Award #: S283D160003). The opinions expressed are those of the authors and do not represent views of OESE, OSEP, or the U.S. Department of Education. Copyright © 2021 National Center on Improving Literacy. https://improvingliterarcy.org
