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Jun 10, 2024
Why DEIB Matters to Landmark Outreach
Unfortunately, students from marginalized social groups are often misidentified in consideration for special education services. Studies primarily indicate an overrepresentation of students of color, raising questions about bias. When Black students qualify for special education services, “there is evidence that they are more likely to be identified as intellectually disabled or behaviorally disordered rather than
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Jun 5, 2024
Include Students in the Learning Process
Educational research has contributed to the efficacy of including students in the learning process. Stephanie L. Haft, Chelsea A. Myers, and Fumiko Hoeft (2016) in their paper titled “Socio-emotional and Cognitive Resilience in Children with Reading Disabilities” assert that when students with learning challenges have the following as a part of their academic experience, outcomes
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May 16, 2024
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Reading Guidebook
Download our newest resource, The Reading Guidebook, and learn what the science tells us about reading instruction and why it matters. Today in the United States, an elementary school student would have better odds of surviving the Titanic than becoming a competent reader. Even before the prolonged school closures introduced by COVID, most American students
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Apr 26, 2024
How Can Educators Use AI in the Classroom?
In fact, AI has been lingering in our periphery since 1997 when Garry Kasparov, a Russian chess grandmaster who had been victorious over both humans and computers throughout his career, was beaten by an IBM supercomputer with the whole world watching. People demonstrated the same polarized reactions to his loss that have emerged during the
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Apr 2, 2024
Developing Confident, Capable Writers: Process Writing Strategies
There are plenty of articles about all of the reasons why writing can be so difficult for students with LBLD, from basic transcription skills to idea generation to proofreading to the numerous executive function demands underlying the entire writing process. Even just reading and understanding the prompt is a skill that can require direct instruction
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Mar 6, 2024
Metacognition and Reading Comprehension
Metacognitive practices should be a cornerstone of a language-based classroom. Explicit instruction in metacognition allows students to make deep connections between what they are reading and previously learned material. It also helps them to make sense of what they are reading and learning to determine when material does not make sense and to decide which
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Feb 28, 2024
Resources to Support the Writing Process: Brainstorm to Final Draft
At Landmark School, students are required to follow a five-step writing process. In order to create checks and balances as ideas evolve into written language, we approach the writing process with the following: brainstorming, organizing, composing a rough draft, proofreading, and making final edits before turning it in. Breaking a daunting task like writing an
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Feb 27, 2024
Provide Models
Executive function researchers, such as Russell Barkley (2019), assert that the ability to picture the steps required to reach a goal is a main function of the executive functions. Further, noted executive function coach and expert Sarah Ward (2014) outlines that without a model or a clear vision of the end goal, students “are open
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Feb 5, 2024
The Two-Column Method of Note-Taking
A popular and well-known method for managing information for note taking is the method of two-column notes, which is similar to Cornell notes. This system of notes was first introduced by Walter Pauk in the 1950s and was a key feature of his widely used book How to Study in College. Two-column notes and Cornell
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