Understanding the Science of Reading and the 3-Cueing System

Three Cueing System In reading education, various models and theories explain how individuals learn to read and comprehend text. Among these, the 3-cueing model has recently become a topic of much discussion. States have begun to ban its use in reading instruction, preferring approaches approved by the Science of Reading. This blog post

By |2024-04-19T22:50:51+00:00April 19th, 2024|Reading Curriculum|0 Comments

CASE Academy of Law & Leadership

CASE Academy of Law & Leadership The New York Times recently highlighted a critical conversation sweeping across the nation – how we teach children to read. From school board meetings to statehouses, discussions and debates are on the rise, often accompanied by legal challenges concerning how best to address the needs of struggling

By |2024-04-17T15:16:53+00:00April 16th, 2024|Education Reform|0 Comments

Reading Intervention Strategies

Reading Intervention Strategies Studies show that reading interventions can be effective, particularly when implemented early. The National Center for Education Statistics (NCES) reports that interventions in grades 1-3 had positive impacts on reading skills, especially for word recognition and fluency  https://nces.ed.gov/pubsearch/index.asp?HasSearched=1&searchcat2=subjectindex&L1=229&L2=0.  Reading intervention is a targeted approach to instruction that aims to accelerate

By |2024-03-21T17:00:59+00:00March 20th, 2024|Reading Curriculum|0 Comments

Dyslexia vs Dysgraphia

Dyslexia vs Dysgraphia Undiagnosed dysgraphia: The serious impact of the least well known learning disorder Just as dyslexia refers in general to learning disorders that affect reading proficiency, dysgraphia refers in general to learning disorders that affect writing proficiency: “At its broadest definition, dysgraphia is a disorder of writing ability at any

By |2024-03-19T15:25:34+00:00March 18th, 2024|Reading Assessment|0 Comments

Unlocking Literacy: The Importance of Phonics in Early Education

In 2022, two years after the start of the Covid-19 pandemic, almost 60% of California’s third graders could not read at grade level. That is an astounding number. More than half! This points to the fact that literacy in America is still in crisis, as also evidenced by National Assessment of Educational Progress (NAEP)

By |2023-09-15T20:24:05+00:00September 15th, 2023|Reading Curriculum|0 Comments

Guide to Dyslexia Screening: Understanding the Process

What is a dyslexia screener assessment? A dyslexia screener by definition conditionally identifies students who may have reading difficulties or dyslexia. It is important to understand how it does this. Essentially, the screener looks at early reading skills that students are taught in grades K to 2. If student performance indicates that they

By |2023-09-11T17:38:58+00:00September 5th, 2023|Reading Assessment|0 Comments

Universal Design for Learning

What is Universal Design for Learning (UDL)? Universal Design for Learning (UDL) is an educational framework created by David H. Rose, Ed.D. of the Harvard Graduate School of Education, and the Center for Applied Special Technology (CAST), that seeks to provide all learners with access to an inclusive learning environment. The guiding principle

By |2023-04-18T02:34:33+00:00April 18th, 2023|Education Reform|0 Comments

Special Education Law—Perez vs Sturgis

One of the most significant special education court cases in several years has been decided by the US Supreme Court this week. The case, Perez vs. Sturgis, clarifies the circumstances in which a disabled student has the right to sue a school district for failing to provide a “Free Appropriate Public Education” (FAPE). Students

By |2023-03-28T02:29:20+00:00March 23rd, 2023|Special Education|0 Comments
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