Today, we officially launch Elements I, our brand-new offering for secondary readers! With the release of Elements I, Fast ForWord Literacy now offers the first evidence-based reading intervention fully tailored to the needs of adolescent learners. Here's what you can expect.
The adolescent brain is incredible, but also incredibly misunderstood. When secondary educators better understand cognitive development during adolescence, they will discover the answers to these common questions...
Here are five social-emotional learning skills that are particularly important for adolescent learners, along with how Elements I develops these SEL skills and reading skills simultaneously.
What can educators do to help students recoup this year’s learning loss? One promising idea is mastery-based learning. What is mastery-based learning? Why is it more important than ever? Finally, and most excitingly, how does Elements I utilize this approach to meet secondary readers’ needs?
In part one of this blog series, I reviewed four principles from the science of learning that can boost academic gains through both conventional and remote instruction. Here, I will discuss four more brain-based educational guidelines that educators can implement while simultaneously fostering social-emotional learning support.
Driven by our mission to help all students achieve their learning potential, we at Scientific Learning are excited to announce that Elements I, the newest addition to the Fast ForWord Literacy program for secondary readers, is launching August 6, 2020. Enjoy this sneak preview of the four brand-new Elements I exercises, side-by-side with the legacy exercises they will replace.
With limitations on summer learning and activities due to closures of schools, summer camps, and recreational businesses due to the COVID-19 pandemic, your children's summer might be less scheduled than usual. This opportunity for free, unstructured play can actually be beneficial! What is unstructured play, and what important skills does it build?
Educators are concerned that the current restrictions on in-person instruction necessitated by the COVID-19 pandemic will significantly decrease academic gains among a large swath of children in the United States. Given that current U.S. government data indicate only one-third of fourth-graders have the reading skills considered proficient, the "COVID slide" could result in a further decline in literacy skills, especially among our most vulnerable students. Why will the COVID slide occur and what can educators do to combat it?
