When we “flip” the learning, and have students present to educators in our edWebinars, it’s a great example of how much we can learn from our students. In a recent edWebinar, Turn Struggling Readers Into Leaders Using Assistive Technology, Gavin and Marley, two middle school students, along with dyslexia specialist Dana Blackaby, presented on their use of assistive technology that helps struggling readers. We wanted to know how they felt about playing the role of teacher to a crowd of over 800 attendees.
“What are you [teachers] doing right now so that your students have unhindered access to grade-level curriculum each day?” is a question often asked by Dana Blackaby, Dyslexia Specialist at The Academy at Nola Dunn in Texas. During a recent edWeb.net edWebinar, Blackaby and two student-led tech crew members from The Academy at Nola Dunn, 5th-grade student, Gavin, and 4th-grade student, Marley, explained that students with disabilities cannot access grade-level curricula 100% by themselves if they are not yet reading at grade level. Eighty-five percent of what we learn we learn is by listening and students can listen and comprehend two grade levels above their reading levels.
There are four lies/misconceptions about struggling readers that have become embedded in school systems, said Terrie Noland, Vice President of Educator Initiatives at Learning Ally during a recent edWebinar, “School leaders are just following along and are starting to believe them.” These misconceptions are having a detrimental impact on struggling readers, and school leaders need to set the tone and build a school culture where best practices and evidence-based research are shared to create a system of support for all readers.
In this edWebinar, Cindy Kanuch guides through the philosophical shift in thinking about instruction and assessment and provide recommendations.
Children cannot grow out of dyslexia. Rather, the dyslexia will only have more severe consequences over time with lack of intervention. It is critical to keep an eye out for all possible red flags at every grade level to understand when intervention is needed. In their recent edWebinar, Kelli Sandman-Hurley, Ed.D., and Tracy Block-Zaretsky, Co-founders of the Dyslexia Training Institute, reviewed, grade level by grade level, the potential warning signs of dyslexia.
In this edWebinar, Kelli Sandman-Hurley, Ed.D and Tracy Block-Zaretsky uncover the red flags to illustrate the many ways dyslexia can manifest in students.
With 10 million students in grades K-12 struggling to read, taking those struggling readers from disengaged to enthused may seem like a huge feat. However, doing just one thing to take action can cause a wave of reaction throughout the entire school. In a recent edWebinar, Nelda Reyes, a dyslexia interventionist at De Zavala Elementary in San Marcos CISD, TX, shared how she was able to establish a culture of reading at her school by creating a sense of belonging, building awareness, and never taking no for an answer.
In this edWebinar, Nelda Reyes shares some of the ideas that helped create an atmosphere of reading and literacy at her school.
Early intervention: it’s a common mantra for any student with learning difficulties, including dyslexia. But as Terrie Noland, National Director of Educator Engagement for Learning Ally, pointed out in a recent edWebinar, those services are not consistently available to students across the United States. In “Dyslexia: Hidden Costs and Money-Saving Techniques for Districts,” Noland makes a case for front-loading the funding to shrink the learning gap at an earlier age and offers cost-effective solutions to help students engage in their education.
Current approaches to identifying students with reading disabilities are often problematic and ineffective, and will not lead students to academic success. Significant improvements in identification and screening have been made to provide greater support, and earlier. In “Cutting-Edge Research to Empower Schools to Support Students with Reading Disabilities,” Rick Wagner, Associate Director for the Florida Center for Reading Research, discussed problems with current methods and how to better help students with these disabilities.