Developing Emotional Learning Skills to Prepare Students for Post-Secondary
Building emotional learning skills can help students navigate the inevitable ups and downs of the transition to post-secondary
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.
Creating and Using Sound Walls
Sound walls are visual tools pairing phonological and orthographic information to reinforce students’ speech-to-print connections.
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.
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.
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.
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?
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.
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?
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.