In 1995, research by Betty Hart and Todd R. Risley revealed how differences in early language experience fuel the achievement gap in our nation’s schools. It’s been almost two decades, so why haven’t we made more progress? We interviewed Dr. Steve Miller to find out.
The amount of attention schools devote to improving standardized test scores is controversial. A new study by John Gabrieli at MIT is shedding some light on what’s not being measured. The results are food for thought.
When a child struggles to read, we look to factors such as socioeconomic status or access to books. But brain differences are also part of the equation and should not be overlooked.
We’ve come a long way in understanding dyslexia since the term was first used more than 40 years ago. Find out what the latest research says about the dyslexic brain and learn about neuroscience-based interventions that are proven to help.
It’s no secret that the number of English Language Learners (ELLs) in the United States is booming. By 2025, nearly one out of every four public school students is expected to be an English learner. What do you know about this skyrocketing student population?
Many technology programs claim to improve brain function, including memory and attention skills. How can you get through all the hype and determine which brain exercises incorporate the important design features that have been shown to be effective?
Learning differences or disabilities are frequently misunderstood. Symptoms of specific learning disabilities can be complex and confusing, and may look more like behavioral problems than learning problems to some. But some of the most common myths about learning disabilities are easy to dispel with a look at the facts.
Our annual Visionary Conference for clinical providers takes place February 21-22, and like last year, the conference is open to anyone interested in attending. Get all the info on speakers and sessions here!
Meeting the needs of students with learning disabilities can be a challenge. Students newly identified with a learning disability are likely to need immediate accommodation. But for maximum long-term benefit, educators need to address the learning difficulty at its core. How do we strike the right balance between remediation and accommodation?