Judith Conroy

A learning support teacher with a special interest in Dyslexia and supporting students via assistive technology.

[Timothy Shanahan @ReadingShanahan]

Why we need to teach students to read disfluently
https://t.co/wGhEMazH8N

[Pam Kastner @liv2learn]

1 of my favorite Chs. from Dr. Ehri & Mc Cormick. The depth of knowledge & specific instr. implications for each of the phases of WR make it essential. I created a note-taking guide & an annotated version for coaches, etc… to support facilitation. Here: https://t.co/2DNVMH7RDC

[Melissa Quintana, M.Ed. @mrs_quintana13]

🎤Classroom Karaoke🎶 @ChaseJYoung1 says karaoke or sing-alongs as a brain break can help develop fluency! Just search for a video to follow. Tag us if you try it! #bengalpride

[Lenny Rachitsky @lennysan]

I don't say this often, but today's podcast episode with Keith Yandell is a must listen. Seriously, go listen to it.

Of the many lessons on leadership Keith shares from this time at @DoorDash and @Uber, one of my favorites is the power a simple doc like this can have on your org

[Dr. Kelly J. Grillo, PhD @kellygrillo]

.97 effect size for direct EXPLICIT teaching of vocabulary related to content attainment
-Stahl & Fairbanks, 1986

[Kate Jones @KateJones_teach]

New & Free Ebook I've written for @evidenceinedu focusing on Retrieval Practice: Myths, Mutations & Mistakes (and how to avoid them!).

Please share & RT. You can download here https://t.co/uW6jORw7qG

[Dr. Nicole LePera @Theholisticpsyc]

Trauma is stored in the body and revealed in relationships

HERE'S WHAT THAT MEANS 🧵:

[Timothy Shanahan @ReadingShanahan]

Instruction that really improves reading comprehension -- teaching cohesion
https://t.co/ApBJl5VfQY

[Judith Conroy @judedc75]

https://t.co/g20tBK2931

[Beth Hawks @PhysicsHawk]

"Though you can't increase working memory capacity, you can cheat this limitation through chunking and automatization. Automatic processes require very little working memory capacity, so there is space for other processes."

[Beth Hawks @PhysicsHawk]

"Lack of space in working memory is a fundamental bottleneck of human cognition. If a genie comes out of a lamp and offers you one way to improve your mind, ask for more working memory capacity."

[Beth Hawks @PhysicsHawk]

"Overloads of working memory are caused by such things as multistep instructions, lists of unconnected facts, chains of logic more than 2 or 3 steps long, and the application of a just-learned concept to new material."

[History of English Podcast @englishhistpod]

Thanks to listener Rich for this cartoon, which should make sense in light of the most recent episode.

[Jo-Anne @JoDooner]

Having a blast teaching demonstration lessons in Ontario, Canada.

[Megan @MeganMcGay]

@EminaMcLean’s presentation justified how non evidence-based practices fall short. Of 800 students assessed via running records, nearly half received botched results: 1/4 did not get identified as being at risk and nearly 1/4 were incorrectly identified as at-risk. #SBPBallarat

[Judith Conroy @judedc75]

What’s stopping us from teaching reading comprehension really well? – Primary Colour https://t.co/xkNX3JeJrU

[Judith Conroy @judedc75]

5 Ways to: Improve Comprehension Instruction — Think Forward Educators https://t.co/iHs1GjmTiO

[edutopia @edutopia]

Wrapping up your class with intention can be really powerful. These *5 activities* bring SEL and academic reflection together, so students leave feeling confident—and competent—on their learning journey. 🙌🏾

[Judith Conroy @judedc75]

What we know about reading. https://t.co/THFOC85h7w