Remote Learning
This toolkit helps schools and families join efforts to support children’s literacy growth in remote or blended learning environments.
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.
Remote literacy learning is a collaboration among schools, families, and students.
This toolkit helps parents and educators learn about dyslexia and how to support the literacy development of students with dyslexia.
The characteristics of dyslexia legislation.
Expert: Nadine Gaab Ph.D.
Assessment is a process of collecting information. Screening is an assessment process that helps teachers identify students who are at risk for not meeting grade-level learning goals.
Expert: Nadine Gaab Ph.D.
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.
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Faith Giddens, curriculum planner and testing coordinator, describes how secondary school staff collaborates to design interventions based on assessment results, team reviews of student work, and data-driven success plans. View the sample material, Planning for Student Success.
Topic: Interventions, Professional Development, Screening
School and district leaders and reading specialists can use this guide to plan and implement reading interventions in K-2.
Topic: Professional Development, Interventions
To make your online assignments easier for all students to access, follow these tips.
Topic: Remote Learning, Reading Disabilities
Phonological Processing
Definition
The ability to quickly and correctly hear, store, recall, and make different speech sounds.
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
