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The Beacon is a biannual journal publication, published by The Windward Institute, for educators and parents of children with language-based learning disabilities.
Every issue of The Beacon will contain research papers by associates of The Windward Institute, thought pieces by Windward leaders, a Q&A series with inspirational leaders in the world of dyslexia, and stories of how Windward is closing the knowledge gap between proven research and current teaching practices.
View Archives of The Beacon Columns
- Head Lines
- Q&A with Inspiring Leaders in the World of Dyslexia
- Intersecting Research with Classroom Practice
- Turning the Tide
- Research Roundup
- Inside the Institute
- Featured Research Publications
Mislabeling disabilities as differences allows schools to avoid the commitment they are required to make to teach their students appropriately.
Magdalena Zavalía Miguens became a social entrepreneur to co-found Intelexia, a company that develops literacy programs for Spanish-speaking children.
The full scope of the developmental and academic effects for the multitude of students the pandemic has touched is rooted in historical educational inequality.
Despite a solid understanding of what constitutes effective reading instruction, the difficulty of determining whether a reading program deserves the labels scientifically based or evidence-based persists.
This article focuses on the cumulative risk and protection model of dyslexia (Catts & Petscher, 2020) and how we can integrate the research foundation presented by Hugh Catts, PhD, with practical insights to better inform educational practice.
Read alouds provide critical time for students to strengthen their comprehension abilities, answer inferential questions about nuanced characters and plot points, and learn new vocabulary words in context.
We never outgrow a shared read aloud, and all ages benefit. As children enter the tween years, we must renew our commitment to reading aloud and embrace innovative ways to breathe new life into a familiar habit.