What are the major advances in effective reading instruction? How can we use our understanding of how the brain works to help us conceptualize, implement, and monitor reading instruction?
Research has indicated children who are raised in poverty are at a possible disadvantage for academic success. How can this cycle be broken? Read more from Dr. Martha Burns on how poverty can affect cognitive functions and what solutions are available to help mitigate its long term effects.
Meet Carter, a 4th grader from Northern California. He has dyslexia, and without that diagnosis and the help of the Fast ForWord program, says his mom, he would not be where he is today – in fourth grade with his peers.
Is your child at-risk for academic or learning issues? Take a look at this checklist to see if your child struggles in any of these areas. Summer is the ideal time to help your child get ahead in these areas before next school year!
Attentional problems in students have increased over the last few years and these problems can create significant learning challenges for students. What are some alternatives to medication in treating ADD and other attentional problems?
What is automaticity in reading and why is it important? Is reading quickly a sign of reading fluency and comprehension? Dr. Timothy Rasinski explains the importance of automaticity and speed in reading fluency and comprehension.
How can learning a new language rewire the brain? Take a look at the latest research into how the brain responds when learning a new language and how this has the potential to impact lifelong learning and cognitive control.
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.
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.
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?