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BLOG AND NEWS - For Schools

[In the News]Cañon City School District: More students measuring up in reading

3 Feb, 2017

(Photo: Sara Knuth / Daily Record) Cañon City School District is using a Colorado Department of Education grant to change outcomes for their struggling readers. The Cañon City Daily Record has been following the progress of teachers and students alike and has exciting news to report. Go to story. Lindamood-Bell can be a key factor in making…

Literacy Solutions for English Learners

9 Jan, 2017

Teachers of English Learners face a unique challenge—to quickly develop language and literacy skills in a differentiated manner. To address the needs of English Learners, teachers can add instruction that develops the imagery-language connection. English Learners can acquire the skills and knowledge they need, more quickly.   By addressing the skills that underlie reading and…

Beyond Expectations: Language Comprehension and Thinking for State Standards Curriculum

14 Nov, 2016

English Language Arts Standards challenge students to comprehend and think, rather than remember facts. While the standards outline clear goals by grade level, the method for teaching students how to comprehend is not clear, even for students receiving intervention. High expectations and the opportunity to practice are simply not enough for many learners.   Clinical…

Learning Center on Campus: Help for Your Struggling Students

28 Oct, 2016

Our research-validated programs address the imagery-language connection that is a silent partner to cognition and literacy, and is often the missing piece in helping students close the achievement gap. Diverse groups of students can learn to read, comprehend, and compute to their potential, including students with minor to severe learning challenges, and English Language Learners….

RtI Solutions: Visualizing and Verbalizing in Tier 2

19 Oct, 2016

Response to Intervention (RtI) always seems simple: in Tier 1, classroom teachers present core curriculum through differentiated instruction. Students who are not making adequate progress receive more targeted help a few times a week. Intervention effectiveness is checked out through progress monitoring and students either move on from needing the extra help, or their needs…

[Free Webinar] Assessments Matter: Transform RtI at Your School

5 Oct, 2016

Students can spend years receiving literacy services that may not change their ability to read and comprehend. In fact, students may instead continue to fall further and further behind their peers. Struggling learners are often lacking basic connections needed for reading and comprehension; and the underlying cause of their weakness may not be addressed by…

Tips: The Imagery-Language Connection for Writing

24 Sep, 2016

Book reports, essays, and even short responses, can cause frustration, panic, and, sometimes, even tears for many school age students. And it’s no wonder. Writing is a complex task that requires a lot: good thinking skills, organization, spelling, grammar and punctuation, as well as ease with a pencil, or keyboard.   Writing can be particularly…

Data-Driven Instruction: Everyday Tips for Teachers

21 Sep, 2016

At many schools, conversations about data-driven instruction are focused on formal progress monitoring tools and the school’s data wall. While assessments are necessary, there is also valuable data to be found in the classroom everyday. Through formative assessment, teachers are gathering data during lessons and activities, while learning is taking place. They can use the…

[Article] The Imagery-Language Connection for Memory: Tips for Teachers

14 Sep, 2016

Nearly all the volumes written on memory include references to imagery. Memory is often referred to as a mental impression. When we remember something, we access a mental representation of it. -Nanci Bell, Visualizing and Verbalizing for Language Comprehension and Thinking   Students are expected to learn new information, in topic areas they may or…

Assessments 101: Identify and Address Why Your Students are Struggling

9 Sep, 2016

Students in Tiers II and III can spend years receiving services and still struggle in school. Many of these students lack the basic connections needed for reading and comprehension, and the root cause of their weakness may not be addressed with traditional interventions.   This does not have to be the case.   We believe…

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