This webinar will discuss the essential components of Early Literacy Instruction: oral language, vocabulary, phoneme awareness, and alphabetic knowledge.
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.
In this episode, Stacey Rickman explains the importance of targeted practice, scope and sequence, regular assessment and how these can be used to move educators from the current reactive intervention approach to literacy instruction to a model of prevention, where all students are taught the skills that result in proficient reading.
Using the “Road to Reading Infographic” to Guide Assessment of and Intervention for Foundational Literacy Skills
The Road to Reading infographic was designed to provide an easy-to-follow visual overview of the developmental sequence in which foundational literacy skills are acquired in students.
In this episode, Stacey and Lawrence discuss the current state of literacy instruction in Ontario and Stacey introduces the five pillars of reading, the core skills necessary to become a skilled reader, that have emerged from decades of research.
Using evidence-based assessment and instructional strategies, this webinar will guide educators in the use of curriculum-based measures to quickly and effectively assess the development of key foundational literacy skills in their students.
Stephanie Dionne has collected advice from teachers on how educators can stay connected with students who have learning disabilities (LDs) while learning remotely.
Calming measures are methods used by students to regulate their emotions and their engagement in tasks but could they be more distraction than support?
The LD@school team has developed a toolkit for educators to use during Learning Disabilities Awareness Month (#LDmonth) to help spread awareness in your school and classroom. You may choose to use one or all of the resources, share with your colleagues, students, parents or your community.
What are the first steps a teacher should take when they notice a student is having behavioural problems?
Mariem Farag, Special Education Specialist, provides some questions to ask yourself early on when interacting with students who are being labelled as having behavioural problems, to guide your interventions.