“How long will it take before my child starts getting better at reading or writing?” It’s a really common question, and the answer depends on a few things: where your child is starting, how often they practice, and the type of instruction they get. At the Stern Center for Language and Learning, experts know that […]
For Learners
What Credentials or Training Should a Reading or Learning Specialist Have?
When parents search for a tutor or specialist, they want someone who truly understands how kids learn. At the Stern Center for Language and Learning, instructors aren’t just passionate—they are highly trained in evidence-based methods for reading, writing, and learning challenges. A qualified specialist should have training in structured literacy approaches, knowledge of dyslexia, and […]
Is Online Tutoring Effective for Kids With Dyslexia or Attention Challenges?
Many parents wonder if online tutoring can really help children with dyslexia or attention challenges. The answer is a clear yes—especially when the program is run by experts who know how to make virtual learning engaging and effective. That’s exactly what the Stern Center for Language and Learning offers. Stern Center instructors are trained in […]
How Can I Tell If a Tutor Is Using Evidence-Based, Science-of-Reading Instruction?
Choosing a tutor for a child who struggles with reading can feel overwhelming. Parents want to be sure the instruction is based on research, not just opinion or guesswork. That’s where the Stern Center for Language and Learning stands out. Their tutors are trained in science-of-reading methods, which means every lesson focuses on the skills […]
The Science Behind Dyslexia: NPR Highlights Breakthroughs in Understanding and Treatment
National Public Radio delves into the most common learning disability, dyslexia, with insights from Gabrielle Emanuel of the NPR Ed team. While recorded in 2016, the information is still relevant today.
From Anecdotes to Action: Using Data to Drive Instruction
Data is an incredibly important tool in education, as we think about what our students currently know and are able to do, and the goals we set for them in terms of how we want them to progress and develop their knowledge and skills. There is no shortage of assessments, and there is no limit to the amount of anecdotal and observational data we can collect on our students. Thinking about our assessment landscape can help us figure out which data we are gathering that are actionable, and how to look at many different data points to make instructional decisions.
