We have known for a long time that our immune systems keep the growth of disease in our bodies in check. Even if we have a genetic predisposition for a specific disease, a healthy lifestyle, including good nutrition, exercise, and stress reduction practices can help reduce the growth of cancerous cells and diminish the … Continue reading Early Identification and Intervention
While working on the past tense verb,“ed,” with a first grader, I noticed this little girl was having difficulty understanding how “ed” could have three different sounds. For example, planted or landed both have the id sound added to the base word – (plant-ed) and (land-ed) while the word “hopped” sounds like a /t/ at … Continue reading What is Explicit Instruction?
High failure rate prompts review by Regents to “recalibrate” and lower the passing score on the teacher licensing exam. Isn’t this what teachers do when they mark on a “curve” and essentially lower the bar to have more passing students? What exactly is required on the new test that is so difficult? Let’s begin with … Continue reading Teaching to the Video Test
I had an interesting conversation with a client regarding her daughter’s academic performance. The teacher told her that her daughter reads well, but she struggles in math because she needs the math problems read to her in order to solve them. This does not make sense. If a student “needs” the math problems read and … Continue reading Is it a math problem?
According to the International Dyslexia Association (IDA), dyslexia is defined as “a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities.” The key word is “neurobiological,” an illness of the nervous system caused by genetic or biological factors. … Continue reading Dyslexia or Dys“teach”ia?