Teaching & Instruction
Teaching and effective instruction for students with learning disabilities requires specialized knowledge in the areas of spoken language, reading, writing, and math. This section contains readings that reflect knowledge of best practices and evidence based instruction within each area.
There are 188 articles in this section.
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Teachers' grouping practices during reading instruction can serve as a critical component in facilitating effective implementation of reading instruction and inclusion of students with disabilities in general education classes. In this article, we provide an overview of the recent research on grouping practices (whole class, small group, pairs, one-on-one) during reading instruction for students with disabilities.
Learn to improve the ability of your student's to listen and process what they hear. Six auditory skills training techniques are listed that teachers can use during the school day.
Though children with dyslexia experience difficulties in processing the written language, they are often bright, creative, and talented individuals. Strengths may include mechanical aptitude, artistic ability, musical gifts, and athletic prowess. The dyslexic student may also evidence advanced social skills as well as talents in computer/technology, science, and math.
For children at risk for reading failure, teachers can facilitate the exploration of emergent literacy elements, including phonological awareness, print awareness, narrative development, and early writing skills. This article provides specific activities and instructional techniques to help children develop emergent literacy elements.
Good communication between schools and parents is crucial for children with ADHD. In this article, there are many ideas to facilitate the home-school collaboration and help students succeed.
If parents and teachers understand why some students hate writing , they can targeted solution to address students' reluctance. Learn some reasons students avoid writing, and how increasing the automaticity of writing skills and underscoring an appreciation for the purpose of writing can help.
The SETT Framework aids in gathering, organizing, and analyzing data which can be used to make collaborative assistive technology and programming decisions.
Many teachers will be using supplemental phonics and word-recognition materials to enhance reading instruction for their students. In this article, the authors provide guidelines for determining the accessibility of these phonics and word recognition programs.