In his article, Odegard (2020) discusses the importance of the structured, explicit teaching of literacy, He notes that this approach is particularly beneficial for students with dyslexia who require more intense and sustained instruction compared to their typically developing peers … Continued
Many children develop learned responses, which are often socially inappropriate or disruptive, as a way of reducing their anxiety. These responses can be modified so these children can operate more effectively in the classroom, while simultaneously reducing their anxiety. Judy … Continued
Every year a large number of students sit standardised reading tests. The data from the tests are used to identify students requiring supplementary reading instruction and whether a school might need to change its reading program. However, how students engage … Continued
If students are anxious, stressed, upset or fatigued it is difficult for them to think clearly, to learn or to remember. In fact, Goodwin et al. (2916) found that the typical child’s on-task behaviour declines as instructional duration increases from … Continued
Teachers are constantly telling their students to include vivid sensory images in their writing. However, many students find this a difficult task, not least because we rarely use such language in our everyday conversations.[divider] Del Nero (2017) suggests three … Continued