EDVIEW 360
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Recent Blog Posts
Middle School English Language Learners: Mindful and Strategic Instruction
Posted on January 13, 2022
  • Dr. Antonio Fierro
Tags
  • LANGUAGE Live

Let’s look at the English Learner through a linguistic lens and consider two different constructs: language acquisition and literacy development. These two are independent constructs with their own characteristics and phases of development.

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Meeting Students Where They Are: High-Stakes Assessments in Our Current Environment
Posted on January 6, 2022
  • Therese Pickett
Tags
  • Acadience

There has been much debate about high-stakes testing in this past year and particularly as students have returned to in-person learning with the uncertainty of remaining in person.

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The Role of Structured Literacy Instruction in Every Child's Education
Posted on December 1, 2021
  • Louise Spear-Swerling, Ph.D.
Tags
  • Structured Literacy

Structured Literacy (SL) approaches share a focus on certain types of content, and they exemplify specific instructional features.

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What Makes Intervention Instruction More Intensive?
Posted on November 2, 2021
  • Dr. Stephanie Stollar
Tags
  • Voyager Passport

One pervasive myth about dyslexia is that students with this neurobiological difference can’t or won’t learn to read. Fortunately, research indicates that this is not the case.

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Understanding Dyslexia Today: An Interview with Dr. Suzanne Carreker and Lee-Ann Tolfree Mertzlufft
Posted on October 5, 2021
  • Dr. Suzanne Carreker
  • Lee-Ann Tolfree Mertzlufft

Dyslexia, the most common learning disability, affects as much as 15% to 20% of the population. What exactly is this learning difference? How can educators better understand dyslexia? And how can we best meet the needs of students with dyslexia today?

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Screening for Dyslexia: Not a “One-and-Done” Event By Dr. Ruth Kaminski, Acadience Learning
Posted on October 5, 2021
  • Ruth Kaminski

Reading disorders, including dyslexia, are an important issue meriting our attention. As of this writing, almost all 50 states have legislative rules and guidelines for identifying dyslexia (National Center on Improving Literacy). As someone who has spent over 30 years developing and researching assessments for the purpose of preventing reading disabilities, I believe it is time to reflect on what is known about screening and assessment and ask, “How does screening specifically for dyslexia differ from best practices in screening to prevent reading difficulties?”

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