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Hard to Read: How American schools fail kids with dyslexia
Written by Emily Hanford and produced by American Public Media, this article/audio recording is thought-provoking.
Get Resource Do You Know Which Indicators Explain Intervention Effectiveness Most Reliably?
Dr. David A. Kilpatrick addresses the question "Do you know which indicators explain intervention Effectiveness most reliably?" in this online article.
Get Resource Dispelling the Myth: Training in Education or Neuroscience Decreases but Does Not Eliminate Beliefs in Neuromyths
Neuromyths - myths about the brain - are often used to justify ineffective instructional strategies and teaching. Kelly Macdonald, Laura Germine, Alida Anderson, Joanna Christodoulou and Lauren M. McGrath's findings from this research "suggest that training in education and neuroscience can help reduce but does not eliminate belief in neuromyths." "The two most commonly endorsed neuromyths across all groups were related to learning styles and dyslexia"
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Whole-Language High Jinks: How to Tell When “Scientifically-Based Reading Instruction” Isn’t
In this resource, Louisa Moats discusses some popular practices in reading instruction that are not supported by evidence. She also addresses what effective reading instruction include.
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