The Windward Institute’s mission of increasing childhood literacy rates by disrupting the educational status quo could not be more timely or urgent.
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
In the quest to meet the needs of students, inclusion of historically invisible populations such as English Language Learners (ELL) must be at the forefront.
The Windward School, through the Windward Institute and its affiliation with the Haskins Global Literacy Hub, has played a significant role in the process of translating research findings into research-based and research-informed practices and programs for the benefit of its students and the larger educational community.
Winning in reading education means collectively recognizing the efforts already made and looking ahead toward fostering further collaboration to reach more children through a more equitable, scalable, and sustainable lens.
Skilled use of language is one of a teacher’s greatest, most valuable, and potent tools, if it is well and wisely used.
The first step in improving reading outcomes for all students is recognizing that most learners will struggle at some point in their academic journeys, and there must be supports in place to address learning gaps as they occur.
Individually and together, Emerson and Georgette Dickman’s impact on education and in supporting the livelihood of countless individuals with dyslexia is prolific and unmatched.
Framing the notion of screening solely as a means to identify students with dyslexia has had the effect of minimizing a much larger issue.
Scarborough’s Reading Rope should not be viewed as contraband. Smuggling in the Science of Reading in pieces dilutes the potential outcomes for students and furthers the divide.
Educators hold the paramount responsibility to create a learning environment that broadens our students’ language and worlds. It is vital that all schools address the research and implications of the role of language in the learning process.
Regina Skyer's unique background has positioned her to empower parents in getting an appropriate education for their needs.
Members of the Haskins Global Literacy Hub Leadership team presented recommendations on three areas that would have an immediate effect on improving reading outcomes.
We know there are no such things as late bloomers when it comes to reading development, so there is no time to wait to take action.
In the short time since it was formalized, Windward's partnership with the Haskins Global Literacy Hub has been a very effective tool for broadening the impact of The Windward Institute.
Haskins' researchers shared their latest findings of analyzed data comparing recent EEG testing with the remote testing conducted at the beginning of the PLOW study.