The goal of any multisensory structured language program is to develop a student’s independent ability to read, write and understand the language studied.
Children with auditory processing disorder (APD) often do not recognized the subtle differences between sounds in words because a dysfunction makes it difficult for the brain to interpret the information. The National Institute on Deafness and Other Communication Disorders presents basic information on symptoms, diagnosis, and current research of APD.
In this provocative article, the author argues that reading achievement hasn’t changed much in several decades, and that many common notions about a reading crisis are, in fact, myths.
Jill Lauren’s That’s Like Me! is a book about 15 students with disabilities who face challenges in school but express their creativity and talents through hobbies. In the foreword, excerpted here, children’s book illustrator Jerry Pinkney describes growing up with two personas: Jerry the gifted artist and Jerry the struggling reader.
Learn to develop the evidence you need to support your belief that your child is not receiving the right help in school. Peter and Pamela Wright, from Wrightslaw, tell you how to interpret and chart your child’s test scores, graph your child’s progress, and successfully communicate with the educators who make decisions about your child.
This article discusses one component of writing mechanics — finesse with sound/symbol correspondence. It describes a method, called Memory Foundations for Reading, that can be used by a parent with a single child or a teacher with a group and which helps children use many senses to recall letter sounds.
This article discusses one component of writing mechanics — finesse with sound/symbol correspondence. It describes a method, called Memory Foundations for Reading, that can be used by a parent with a single child or a teacher with a group and which helps children use many senses to recall letter sounds.
