Teachers can create a rich learning experience for everyone by providing the necessary accommodations for students with dyslexia, while also embracing their unique skills and perspectives.
Children typically learn best through a combination of whole-class, group, and individual learning activities—using a computer, if available, simply as a tool. But COVID-19 has turned our schools (and world) upside down, requiring many students to work primarily alone from home on a computer. In
In a summer reflection blog post, Jacqueline Raphael discusses teaching students writing as a craft and how that might look in the classroom.
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When students are struggling in reading and writing, a promising approach is to emphasize the connections through strategies like sentence starters and mentor texts. Our author gives insights.
Students with dyslexia are intelligent but struggle to "crack the code" of written language. What can educators do to best support them in the classroom?
Jacqueline Raphael and Rhonda Barton look closely at the demands of the Common Core State Standards on student writing and show how a traits-based model for teaching writing can help educators meet the challenge.
Coming into high school a few years ago, I could not have anticipated how valuable skills like marking up important parts of the text or re-reading certain passages could be to my grasping of the material. As a sophomore last year (and a freshman the year before), I shrugged off most of the advice,
Four years ago, when I taught first-year composition at Portland Community College, I remember working hard to focus my class on topics I felt would interest my students: how experts achieve excellence in their chosen fields, for example, and how to balance work, school, and personal life. My