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Jan 4, 2023
Putting the Decoding Toolkit to Work
At Landmark, one way we promote this practice is through the use of the Language Box to encourage students to tap into their listening, speaking, reading, writing, and thinking skills. Similarly, when working at the word recognition level, we can build skills by activating the Four-Part Processing Model (Moats and Tolman, 2019 based on Seidenberg
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Dec 21, 2022
The Language Box
The rows in the Language Box™ ask us to consider the ways we process or produce language: orally and in writing. So let’s consider what each of the four boxes means for a student: Oral language skills include listening and speaking. Oral language is processed through listening. Students are asked to comprehend and apply what
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Dec 8, 2022
The Hidden Demands of Writing
Another way to think about the many necessary literacy skills inherent in written expression is to examine the hidden demands in the writing process: Comprehension To write with clarity, students must understand what they have read, and they must also understand the prompt for writing. For instance, if the task is to explain three personality
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Nov 28, 2022
Using Consistent Language and Cueing to Support Both Social Communication and Classroom Management
Students do better when language related to social communication is consistent. It can help to create an environment that lessens anxiety attributed to unpredictability and places the focus back on the subject. Consistent language allows students to feel comfortable understanding what is expected of them in the classroom and can provide predictability when other areas
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Nov 15, 2022
Hot and Cool Executive Function Skills
Cool Executive Function We activate our cool executive functions when we are asked to complete a task that lacks an emotional or motivational component, meaning that the task at hand is low-stakes and there are few consequences dependent on successful or unsuccessful completion. Many executive functioning tests given in clinical settings measure these types of
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Nov 13, 2022
Scaffolding the Thinking Phase for Students with Expressive Language Deficits
In our previous roles as the Director and Assistant Director of the Expressive Language (EL) Program at Landmark High School, we worked with students with a primary diagnosis of specific learning disability in reading, writing, or math (also called LBLD, or a language-based learning disability). Students placed in the EL Program face the compounded obstacle
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Oct 28, 2022
Building Contextual Reading Fluency Through Phrase-Level Practice
Building your repertoire of phrase-level activities can help you address the fluency needs of a broad range of students. Let’s look at three different types of students that may benefit from phrase-level fluency instruction: Emergent readers: Using isolated phrase practice or building from the phrase-level into passages can increase automaticity and provide the structure that
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Oct 14, 2022
Scarborough’s Reading Rope
Developed by Hollis Scarborough in 2001 and explained in her paper titled “Connecting Early Language to Later Reading (Dis)Abilities”, this helpful infographic, often called Scarborough’s Rope or the Reading Rope, explains how essential language skills work together to develop skilled reading. Similar to the equation in the Simple View of Reading R = D x
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Oct 13, 2022
Decodable Texts from The Reading League
Explore this comprehensive list of decodable texts for students of all ages from The Reading League. Landmark Outreach is one of its mission partners.
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