October was designated LD Month in 1985 through a proclamation by President Ronald Reagan. Each year the celebration is used to educate the public about learning disabilities.
The push to ensure all students engage in challenging classes in high school has created new demands on high schools, including a demand to providing extra help for students who are behind in reading, mathematics, and advanced reasoning skills. This report looks at the nature of the extra help schools must provide and argues that the old model of offering only three types of extra help — functional skills for students deemed to have limited futures, remedial instruction in elementary skills; or tutoring for students struggling to pass a course or improve their test scores — must be abandoned and replaced by interventions that support and accelerate the development of intermediate and even more advanced skills.
Many students are used to writing narratives — stories, description, even poetry, but have little experience with analytical writing. This article is an introduction to six analytical text structures, useful across content areas. See also Analytical Writing in the Content Areas.
What is autism and how can we best support students on the autism spectrum and their families? Learn more about how adolescents feel about being on the autism spectrum, how to help them succeed, and books and resources to support your growing awareness.
Featuring Dr. Don Deshler, Dr. Mel Riddile, and Christina Gutierrez in a discussion on school-level literacy reform. Our expert panel discusses what research says about good practice and how building-level leaders and classroom teachers can support struggling readers and writers.
A strategy for vocabulary instruction that involves introducing new vocabulary in related clusters. This approach can help diverse learners, including English-minority students, make important vocabulary connections.
Achievement, Advocacy, Curriculum & Instruction, English Language Learners, Families & Schools, Motivation and Engagement, School-Wide Reform
What do teachers of English language learners (ELLs) in middle and high school need to know to support their students’ success? Take a look at these resources, as well as additional information from our sister site, Colorín Colorado.
Students need to develop an extensive vocabulary to read with fluency. In turn, fluency in reading leads to increased comprehension. Fluency also comes from the written language of the reader since the student writes words he or she knows. Increased comprehension enhances the written language of the learner.
