A recent study by Capin et al. sheds new light on the profiles of students with significant reading comprehension difficulties and casts a lantern’s glow on important considerations for reading interventions targeted toward these students.
In each issue of The Beacon, The Windward Institute will provide the latest research findings and studies discussed in the educational landscape for children with language-based learning disabilities.
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.
Families of Black children with dyslexia share a narrative of educators blaming them and their students for academic difficulties when seeking a diagnosis, with the added layer of language rooted in historical and systemic racism.
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.
Documentation of a learning disability at a young age is crucial for any child who wants access to the same opportunities afforded to typically developing peers. However, multiple factors can preclude a student from being able to show this history.
In order to support reading teachers' effective and skillful implementation of reading instruction, outlined are three considerations for how schools can align teacher professional learning with research-based standards and methodology.
Advances in neuroscience and technology have enabled scientists and developers to create screeners, or interactive tablet apps, that screen and identify children who demonstrate risk factors of reading difficulties.