Remote Learning
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.
Remote literacy learning is a collaboration among schools, families, and students.
Breaking down the truth about Dyslexia.
Expert: Jack Fletcher, Ph.D.
Studies report fundamental differences in brain development and activation patterns between individuals with dyslexia and those without.
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.
Sample representativeness is an important piece to consider when evaluating the quality of a screening assessment. If you are trying to determine whether or not the screening tool accurately measures children’s skills, you want to ensure that the sample that is used to validate the tool is representative of your population of interest.
This paper aims to provide an overview and some insight into what is known about screening for dyslexia.
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This module illustrates different research-based reading strategies that may be used with the response-to-intervention model to improve reading skills (est. completion time: 1.5 hours).
Topic: Interventions
This fourth grade lesson reviews types of context clues for vocabulary words in an online lesson.
Topic: Remote Learning, Vocabulary
This document provides information on what educators, librarians, and care providers
can learn from studies of Hispanic-Latino families and digital media.
Topic: Remote Learning, Partnerships
Individualized Educational Program
Definition
A written learning plan for special education services that is designed to meet the specific learning needs of a child.
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
