Assistant Professor of Special Education at BU. Former teacher and school psych studying systems implementation, literacy and math intervention, DBDM, and LD.
Did you miss the Reading the Room Discussion: The State of the Science of Reading for Supporting Students with Reading Disabilities moderated by @ehanford? You can watch the recording here! #ScienceOfReading#BUWheelockForum https://t.co/AX5x8J7Nfi
@TruckTrucks None. Dyslexia is a word-level reading disability, which is a learning disability subtype (Fletcher, Lyon, Fuchs, & Barnes, 2019; Miciak & Fletcher, 2020).
@BiancarosaGina@LMercadoLopez @Tina_Cheuk At a glance, pictures have the potential to convey quite a bit of meaning and add richness to the text. Although insufficient for conveying all the meaning an author intends through their words, pictures can add depth.
@delta_dc @lynnforliteracy @ehanford@C_E_Winter If you’re asking whether DIBELS has been validated to measure whether a student can decode, and whether decoding is related to broad reading proficiency, the answer is yes. DIBELS is one, good, validated measure of whether students are on track to become good readers.
@delta_dc @lynnforliteracy @ehanford@C_E_Winter Decide=decode. Further support for why “guessing” (aka my smart phone correcting what I mean) isn’t the best “tool,” lol!
@delta_dc @lynnforliteracy @ehanford@C_E_Winter You’re confusing matters. Explicit phonics instruction works to teach students to decide—not 3-cueing or BL. There’s no way around that fact. There may be things that can be gleaned from BL for development of other skills. No one is denying that.
@delta_dc@RdgDrStephanie @lynnforliteracy @ehanford@C_E_Winter In Sold a Story, Reid Lyon say that 60% of students will not learn to read without being explicitly taught. Do you think doctors are encouraged to use any tool they choose during life-saving surgery? Or are they bound to use evidence to inform practice?