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Using Sound Walls to Support Spelling Skills for Students with Learning Disabilities

A sound wall is a visual scaffold to help students solidify their knowledge of phoneme-grapheme correspondences and improve spelling skills.

By |October 19th, 2023|Categories: Literacy|Tags: , , , , |Comments Off on Using Sound Walls to Support Spelling Skills for Students with Learning Disabilities
  • consonant sound wall

Creating and Using Sound Walls

Sound walls are visual tools pairing phonological and orthographic information to reinforce students’ speech-to-print connections.

By |August 29th, 2023|Categories: Literacy|Tags: , , , , |Comments Off on Creating and Using Sound Walls
  • orthographic mapping

An Introduction to Orthographic Mapping

Orthographic mapping is the cognitive process by which children learn to read words by sight, spell words from memory, and learn new word meanings from print.

By |August 10th, 2023|Categories: Literacy|Tags: , , , , , |Comments Off on An Introduction to Orthographic Mapping
  • supporting oral language

Supporting Oral Language in the Classroom: Extending Reading Instruction Beyond Decoding

Oral language is an important skill, foundational to reading which is crucial for reading comprehension. Even if a child has strong word decoding abilities, if they do not understand the meaning of the text they have read, reading comprehension will not happen.

By |August 29th, 2022|Categories: Literacy|Tags: , , , , , , |Comments Off on Supporting Oral Language in the Classroom: Extending Reading Instruction Beyond Decoding
  • active breaks

Active breaks in elementary school: A tool to support the self-regulation of students with LDs

Active breaks, characterized by short periods of physical activity that take place within the classroom, are one of the ways to use physical activity in school settings to support students' self-regulation.

By |June 28th, 2022|Categories: Behaviour, Mental Health & Well-Being|Tags: , , , , , |Comments Off on Active breaks in elementary school: A tool to support the self-regulation of students with LDs

Your Culturally Responsive Classroom: A Socially Shared Approach

How can we ensure that school is responsive, supportive, and nurturing for all students, even if they do not experience that connecting first interaction?

By |June 23rd, 2022|Categories: Executive Function, Mental Health & Well-Being, Self-Advocacy|Tags: , , , , , |Comments Off on Your Culturally Responsive Classroom: A Socially Shared Approach

Evidence-Based Assessment in the Science of Reading

Rigorous, systematic, and explicit instruction of reading must go hand-in-hand with a comprehensive reading assessment system to allow educators to adjust instruction to meet the specific needs of students.

By |March 22nd, 2022|Categories: Literacy|Tags: , , , , |Comments Off on Evidence-Based Assessment in the Science of Reading
  • calming measures

Calming Measures in the Classroom: Support or Distraction?

Calming measures are methods used by students to regulate their emotions and their engagement in tasks but could they be more distraction than support?

By |November 4th, 2021|Categories: Behaviour, Mental Health & Well-Being|Tags: , , , , , |Comments Off on Calming Measures in the Classroom: Support or Distraction?
  • avoidant coping

Shifting from Avoidant to Approach Coping Strategies: Helping Children with Learning Disabilities Face Challenges

Often, children cope with distress by gradually withdrawing from or avoiding situations, thoughts, or feelings, and engaging in behaviours like procrastination, school refusal, lying about getting work done, or feeling tired or unwell.

By |June 3rd, 2021|Categories: Behaviour, Mental Health & Well-Being|Tags: , , , , , |Comments Off on Shifting from Avoidant to Approach Coping Strategies: Helping Children with Learning Disabilities Face Challenges
  • Accessing support for LDs in University

Accessing Support for LDs in University: Student perceptions of support received from the accessibility service office

In order to access support and accommodation in University, students must disclose their disability to the accessibility services office. This article explores how useful students with LDs perceive these supports and accommodations to be to their learning.

By |December 14th, 2020|Categories: Transitions|Tags: , , |Comments Off on Accessing Support for LDs in University: Student perceptions of support received from the accessibility service office
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