The Rising Stars Reading Program: Using Mentors to Support Struggling Readers

Rising Stars is a reading program that utilizes reading mentors from the community. The strategy has been tested and adopted by the Ottawa Carleton District School Board's First Avenue Public School, in Ottawa, Ontario, and is based on a teacher researcher project piloted at the Peel District School Board's Hawthorn Public School, in Mississauga, Ontario. This approach, based on more than 20 years of experiential research in reading, is supported by the Ontario Ministry of Education.

By |July 31st, 2014|Categories: Literacy|Tags: , , |0 Comments

Growth Mindset, Cognitive Conditions, and Self-Regulated Learning

This topic provides educators with a collection of strategies and interventions that can complement direct instruction about strategies that students with LDs can use while they are setting goals, planning, and evaluating their progress while engaging in self-regulated learning.

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Helping Students with Learning Disabilities to Improve their Spelling through a Reading-Writing Workshop

The goal of the approach presented in this article is to improve the spelling skills of students with learning disabilities by improving their ability to focus on the position and sequence of letters in written words.

By |July 29th, 2014|Categories: Literacy|Tags: , , , |0 Comments
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Working Memory and Cognitive Load

Cognitive load is a topic that is linked with working memory; it refers to the limited capacity of our working memory system and how different types of tasks vary in the amount of attention required to be successfully carried out.

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Assistive Technology for Students with Learning Disabilities

Assistive technology helps in two ways: it can help the student learn how to complete the task and it can help to bypass an area of difficulty.

By |June 10th, 2014|Categories: Technology|Tags: , , , , |0 Comments
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Teacher Collaboration and Achievement of Students with LDs: A Review of the Research

The purpose of this review is to provide an overview of the empirical data that explores the relationship between educator collaboration and student academic outcomes with an emphasis on outcomes for students with learning disabilities.

By |May 13th, 2014|Categories: Educator Supports|Tags: , |0 Comments
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Mindfulness for Social and Emotional Competence: A Review of the Research

By Jillian Haydicky, Ph.D., & Judith Wiener, Ph.D. Introduction Social and emotional learning is a framework for developing student competencies in the areas of self-awareness, self-management, social awareness, relationship skills, and responsible decision-making (CASEL, 2013) to foster resilience and success at school and in the community. Results of the national School-Based Mental Health Survey (Mental [...]

The Balanced Literacy Diet – Putting Research into Practice in the Classroom

Summarized by Cindy Perras, M.Ed., OCT, Educational Consultant, LDAO The Balanced Literacy Diet is a framework for understanding and teaching literacy; the framework is designed to provide a comprehensive, multifaceted Internet resource (Click here to access the free website) to support the development of research-informed reading and writing instruction in schools. The framework itself presents literacy [...]

By |March 13th, 2014|Categories: Literacy|Tags: , , , |0 Comments

Center for Applied Special Technology (CAST)

CAST is a nonprofit research and development organization that works to expand learning opportunities for all individuals through Universal Design for Learning (UDL). This website provides information on UDL, current research into best practice and free learning tools for parents and educators. Visit the CAST website

Ontario Teachers’ Federation (OTF): Teachers’ Gateway to Special Education

“All students with special needs are unique. Their needs may be recognized by teacher and parent observations and/or assessment by a certified professional. Some students may have their needs formally identified as an exceptionality through and Identification Placement and Review Committee (IPRC). Regardless of the manner by which needs are determined, teachers and school teams [...]