From Reading & Other Learning Disabilities
A Blog by Dr. Gary G. Brannigan and Dr. Howard Margolis
Florida House Approves Ending Tenure for New Teachers
By LIZETTE ALVAREZ
House Republicans used their supermajority to handily approve legislation that will dramatically change the way teachers in Florida are hired, fired and rewarded.
U.S. Is Urged to Raise Teachers’ Status
By SAM DILLON
An international education study says the United States must improve the way it recruits, trains and pays teachers. Read more...
Dyslexia, dyslexic, dyslexics, education politics, Florida, Learning Disabilities, learning disability, politicians, politics, Reading Disabilities, reading disability, reading problem, reading problems, struggling reader, Struggling Readers, teacher tenure, teachers, tenure
From Reading & Other Learning Disabilities
A Blog by Dr. Gary G. Brannigan and Dr. Howard Margolis
by Richard Gentry, Ph.D.
In my first post, I discussed quick tips for teaching your preschooler how to read. In this post, I’ll answer a question that confounds many parents (and some teachers): What do early spelling and reading development look like? By knowing the answer, you can avoid worrying about problems that don’t exist, and quickly identify problems that might exist.
What Does Early Spelling and Reading Development Look Like?
Read more...
bonding, early intervention, Parenting, preschool, preschooler, reading, Reading Disabilities
If you like our blog and Gary Brannigan’s work and you’re member of Twitter, we urge you to vote for Gary’s Shorty Award in Education. Here’s the link to his Nomination Page:
http://shortyawards.com/garybrannigan. Just finish the “because…” sentence and click VOTE! Voting ends
Friday, February 11, 2011.
The Shorty Awards are given for the best content in 140 characters on Twitter.
Many thanks,
Howard Margolis
Gary Brannigan, shorty awards, Twitter
From Reading & Other Learning Disabilities
A Blog by Dr. Gary G. Brannigan and Dr. Howard Margolis
Many parents of children with Attention Deficit Hyperactivity Disorder (ADHD) ask if their children’s ADHD will continue through adolescence. Usually, it will. They then ask if their children will have special needs. Below is what the National Institute of Mental Health (NIMH) says. Read more...
ADD, ADHD, adolescence, adolescent, adolescents, Attention Deficit Hyperactivity Disorder, intervention, Learning Disabilities, learning disability, Parenting, resilience, Resiliency, self-efficacy, self-esteem, strengthening resiliency, teenager, Teenagers
The IRC is preparing to respond to the major earthquake that devastated Haiti’s capital on January 12. Your donation will help the IRC work with partners on the ground in Haiti to rescue lives.
Donate to
https://www.theirc.org/donate/donate-now-haiti
No.
The reading goals of struggling readers should emphasize only what they must learn to make meaningful, important progress. Having only a few important reading goals that must be emphasized during reading and related instruction increases the odds that teachers will devote an adequate amount of instructional time to overcoming the struggling reader’s specific reading difficulties. Too many goals lead to diluted, unfocused instruction. Read more...
benchmarks, Dyslexia, dyslexic, dyslexics, frustration level, goals, IEP, IEPs, intervention, Learning Disabilities, learning disability, monitoring of reading, objectives, Reading Disabilities, reading disability, reading intervention, reading levels, Reading Materials, reading problem, reading problems, reading remediation, remedial reading, remediation, short-term objectives, Special Education, struggling reader, struggling readers IEP
Several months ago, The New York Times published a blog by Will Okun, a Chicago high-school teacher who was worried about Etta, a conscientious, enthusiastic, hard working student whom he might have to fail. His blog was touching, perceptive, and troubling. It dealt with an all-too-common dilemma that affects struggling readers and their teachers. He wrote: Read more...
alternatives to retention, drop out, dropout, Dyslexia, dyslexic, dyslexics, frustration level, grade retention, intervention, Learning Disabilities, learning disability, preventing retention, Reading Disabilities, reading disability, reading intervention, reading levels, Reading Materials, reading problem, reading problems, reading remediation, remedial reading, remediation, retention, retention research, struggling reader, Struggling Readers
When comprehensively evaluating the reading of children with reading disabilities, many evaluators limit their evaluations to reading tests and perhaps a quick, superficial observation of the child in class. They fail to supplement testing with a structured analysis of the reader’s learning environment and the teacher’s instructional practices. As two leading university professors, Marjorie Lipson and Karen Wixson, concluded, understanding the struggling reader’s instructional environment is often key to remedying her problems: Read more...
Dyslexia, dyslexic, dyslexics, instructional environment, Learning Disabilities, learning disability, Reading Disabilities, reading disability, reading evaluation, reading levels, Reading Materials, reading problem, reading problems, reading remediation, reading specialist, reading tests, remedial reading, remediation, Special Education, struggling reader, Struggling Readers, test, testing, tests
