One of the main reading difficulties people with LDs have is in decoding printed words. People without LDs often use a phonics approach to sound out unfamiliar words but that does not work as well for many people with LDs who have difficulty in phonological processing – that is, in hearing the different sounds in words. They may also have difficulty associating sounds with letters (Lyon, 1995). This, in turn, interferes not only with the ability to sound out unfamiliar words but it also strongly affects spelling – for how could someone spell a word accurately when they do not hear all of the sounds in the word?
Webinar Recording: Supporting Students with Learning Disabilities in the Differentiated Literacy Classroom
Terri Anne Jackson, M.Sc. (Inclusive Education), Ed.D. (Educational Leadership, 2019) Click here to access the transcript of this webinar. As classrooms continue to become increasingly diverse, the role of the classroom teacher becomes increasingly complex. Trying to meet the needs of all learners, including those with learning disabilities, often leaves teachers feeling exhausted and overwhelmed. [...]
Writing is one of the most complex tasks for all students, and particularly for students with LDs. In this section of the module, we will consider four stages of the writing process (planning, composing, revising, and sharing) and technological tools that prove effective at each stage. For each stage, educators may select different technological tools depending on the learning objectives targeted.
The act of reading draws on many different processes simultaneously. A reader must decode words, know what they mean, understand words when they are strung together in sentences, understand the use of pronouns, make connections between ideas using relationship markers, create mental pictures, make inferences, sum up information, and so forth. The right technological tools can make a significant difference to students who struggle with reading.
For today’s students to participate in tomorrow’s decision-making, it is imperative that they possess the skills to be mobile and adept at reading, writing, and oral communication in science (Krajick & Sutherland, 2010; Pearson et al., 2010). Even though only some students will pursue careers in science, all will engage in reading about science during their lifetime. So, all students need to ‘read to learn’ in science!
Teaching Secondary Students to Write Effectively, developed by the National Centre for Education Evaluation and Regional Assistance at the Institute of Educational Sciences, is a practical guide for educators working with students between grades 6 and 12. The guide was compiled by an expert panel, with the goal of offering educators specific, evidence-based recommendations to [...]
This video discusses the role that assistive technology can play in helping students with LDs remediate their reading skills as well as compensate for areas of weakness. Reading is a difficult task that does not come naturally to humans; it draws on many different cognitive processes at the same time including: decoding words, understanding meaning, creating mental pictures, making inferences and many more.
I often get asked the question, “what is the best spelling tool?”. My answer to this is, “when supporting a learning disability, you need to support beyond the spelling, and support the writing”. So what we really are looking for are great writing tools. Writing is broken into a few stages, Planning, Composing, Editing, and Adding. Let’s consider spelling within the editing stage.
Learning disabilities (LDs) manifest in a number of different ways and with varying degrees of severity. For this reason, the following five tips may not apply to all students with LDs, however, they will have a positive impact on reading and writing acquisition for the majority of students.
Dyslexia, a specific learning disability, is more often investigated on the basis of its limitations than its strengths. The purpose of this article, which is primarily based on a survey of the scientific literature on the hidden potential of individuals with dyslexia, is to increase awareness amongst educators of the complexity of this disability and to offer a fair, even promising, representation of dyslexia. In so doing, it invites educators to reflect on their own perceptions of dyslexia.