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?
When a student with a learning disability struggles academically, it’s logical to think that the issue is related to the student’s deficit in a specific ability. And while that may be true, there might be more to it. Students with learning disabilities may not know how to effectively work through challenges. Here are 4 self-regulation strategies that can benefit your whole class.
You can teach your students 10 vocabulary words the usual way – one at a time – or you can teach them 100 vocabulary words with little extra effort. The second approach seems like the obvious choice, and in Dr. Tim Rasinski’s recent webinar, Comprehension – Going Beyond Fluency, he makes the case for greater adoption of the accelerated approach.