Reading is a complex task that requires many parts of the brain. Learn what happens in the brain when you read and what you can do to build a reading-ready brain.
Do students learn better when instructors clearly outline learning goals (explicit instruction), or when students explore concepts independently (implicit instruction)?
Reading aloud isn’t just for beginning readers. Expressive oral reading is a foundational reading skill that all students should be developing between first and fifth grade. Find out why.
A new study reveals that we may be able to successfully predict literacy skills in pre-reading children, possibly even in toddlers. How could this information impact children with potential learning difficulties? How could we help them sooner in their academic careers?
Students with stronger literacy skills will be better able to self-direct, relying less on their teachers and more on the resources available to them. This autonomy is especially important in Deeper Learning.
A new study out of Dartmouth University shows that the 4th grade “shift” from learning to read to reading to learn isn’t as clear cut as educators have thought. What does the study reveal about reading development and what does it mean for teachers?
Do you have a struggling reader at home, or know someone who does? For the first time, BrainPro is offering a scholarship for Fast ForWord. The recipient will be able to work on the Fast ForWord exercises free of charge for 4 months, with support from a trained BrainPro consultant.
In the past few years, more than a dozen states have passed or proposed new laws to raise awareness about dyslexia through increased screening, intervention programs, and teacher training. What’s behind the surge in legislation?
Dr. Linda Nash, Supervisor of Federal Programs/Grants in Cookeville, TN, has been crowned our first Queen of Literacy. She received 24% of all the votes cast (5,472!) and has won an all-expense paid trip to our National Circle of Learning Conference (virtual registration now open)! I caught up with Dr. Nash by phone to learn more about her life as an educator.
Throughout my tenure overseeing the provision of special education and ensuing compliance with IDEA in school districts, I have been a strong advocate for systems change that is focused on student performance. Learn about the new Results-Driven Accountability (RDA) framework for special education and find out what “shifts” you might consider in supporting student success.