By Peggy Price, M.Ed., F/OGA, Director of the Stern Center Orton-Gillingham Institute and Leigh Buettler, M.Ed., Director of Professional Learning Have you ever noticed that you can’t help but read words when you come across them? Whether we see text on a cereal box, a road sign, or the book cover, once we have become […]
For Teachers
Student Insights: Discover Student Insights with Year-End Surveys
As the school year winds down into spring and summer break looms on the horizon, we often find ourselves entertaining both our anticipation of the future and our reflections on the past year. It’s a perfect time to engage our students in some of that reflective work as well.
Cognitive Load Theory and Learning
One of the most critical considerations we can take as educators is how to work with our students’ brains instead of against them. Cognitive Load Theory, or CLT, is based on the work of educational psychologist John Sweller and his colleagues in the 1980s and explores mental effort’s impact on learning. Learners struggle when information overload clogs their working memory.
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.
Harnessing the Power of Syllable-Type Instruction for Reading Success
Curious about the power of syllable types? Read on to explore effective ways to incorporate syllable-types into your instruction, along with two free resources.
How our brains work: Peggy Price, M.Ed., Fellow/OGA, on “Debunking Neuromyths” for READ with Parents Series presented by IDA-NNEA
In this free, recorded webinar, Peggy Price discusses common myths and misinformation about how we learn to read and how our brains work to enable reading.
