Join us as we dive deeper into instruction that supports reading fluency and comprehension after primary (Grades 4-12+), using evidence-based practices and strategies rooted in the Science of Reading.
Multilingual Contexts: Screening, Assessment and Intervention Activities for Children with Speech Difficulties
Educators should consider the language skills in all of the languages spoken by the child to properly identify Speech Sound Disorders
This module is intended to provide an introductory overview of the components of reading instruction in the primary years, and how to tailor instruction to meet the needs of struggling readers, some of whom may have learning disabilities (LDs). The module will present the various ways that LDs can affect reading development, and will provide guidance for educators in developing a balanced reading program that supports the needs of all learners while maintaining their motivation to read.
Making the Change to Evidence-Based Literacy Instruction: A guide for system leaders selecting and implementing reading programs
The Making the Change to Evidence-Based Literacy Instruction guide highlights the steps these Ontario school boards have taken to make the change from balanced literacy to evidence-based literacy instruction.
LD@school visited the Amethyst Demonstration School in London, Ontario, to learn how their team successfully supports tier three students on their reading journey and how these supports can be used in any classroom for all students in Ontario.
Shifting from Word Walls to Sound Walls: Promoting Early Phoneme-Grapheme and Speech Sound Development
Shifting from using a word wall to a sound wall is a small change could make a big impact on students' abilities to learn how to read.
Sound walls are visual tools pairing phonological and orthographic information to reinforce students’ speech-to-print connections.
LD@school visited All Saints Catholic Elementary School in Toronto to highlight a reading program that empowers the staff, volunteers, parents, and students.
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.
The three-cueing approach to reading encourages students to guess words based on context or prior knowledge rather than building their decoding skills.