Just in time for Learning Disabilities Awareness Month, a new report is out that discusses how to help more children with dyslexia become proficient readers.
Without these students—who combined with other students with learning disabilities make up about 5 percent of the school-age population—schools can't overcome the achievement gap, the report notes.
The report, commissioned by the Campaign for Grade-Level Reading and the Emily Hall Tremaine Foundation, offers a number of recommendations for policymakers and educators. They include: high expectations for all learners with accountability measures that indicate how individual students are doing; early-childhood programs that prepare children for reading and identify young children at risk of having reading problems; curricula, instructional practices and tools, and assessments that are science-based and accessible to all students; and teacher training and ongoing professional development that incorporate findings from neuroscience as well as best practices for how to teach reading.
Read more HERE.
The report, commissioned by the Campaign for Grade-Level Reading and the Emily Hall Tremaine Foundation, offers a number of recommendations for policymakers and educators. They include: high expectations for all learners with accountability measures that indicate how individual students are doing; early-childhood programs that prepare children for reading and identify young children at risk of having reading problems; curricula, instructional practices and tools, and assessments that are science-based and accessible to all students; and teacher training and ongoing professional development that incorporate findings from neuroscience as well as best practices for how to teach reading.
Read more HERE.
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