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.
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.
Answered by Mike Di Donato, OCT and Brian Hayes, OCT Dyslexia is a general term for disabilities that include difficulty in learning to read words, letters, and other symbols; it is a common condition that affects the way the brain processes written and spoken language. In Ontario, we refer to dyslexia as a learning disability in the [...]
Answered by Nathalie Paquet-Bélanger Learning to read is a crucial part of school learning; often, a positive experience of learning to read helps a child to stay in school later on. Educators who support parents’ efforts at home increase the likelihood that their students will succeed. Here are six tips for teachers who want to [...]
by Julie Myre-Bisaillon, Annick Tremblay-Bouchard, Véronique Parent, Carole Boudreau and Anne Rodrigue In order for a child to learn how to read, he or she must be able to recognize written words effectively, have a meaningful understanding of syntactic structures, and develop skills related to comprehension (Observatoire national de la lecture, 2000). For children with [...]
