Helping Teens Manage Executive Functioning Many middle and high school students struggle with executive functioning—the mental skills that help with planning, organization, and self-regulation. When these skills aren’t fully developed, everyday school tasks can feel overwhelming. Teens may forget assignments, lose track of deadlines, or procrastinate until the last minute, leaving both students and parents […]
Reading Support
Stern Center Awarded Literacy Improvement Contract by Vermont Agency of Education
Williston, VT – The Stern Center for Language and Learning is pleased to announce that following a national RFP process, the Vermont Agency of Education has selected the Stern Center as a contractor for literacy improvement efforts, working with schools and communities through the Read Vermont initiative.
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.
Free Two-Part Adolescent Interactive Workshop Series
In this free, two-part virtual workshop series facilitated by Monica Crumback, B.A., C-SLDI, you will explore the ways in which adolescent students are impacted by long-term reading struggles. You’ll have the opportunity to interact, ask questions, and learn about instructional practices to help support students.
Discovering 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.
