This presentation, led by Louise Spear-Swirling, Ph.D., will focus on three common patterns of reading difficulties that are based in the “simple view of reading.” These patterns include specific word recognition difficulties; specific reading comprehension difficulties; and mixed reading difficulties, in which the student has difficulties involving both areas, word recognition and comprehension. Each profile and its implications for instruction will be discussed. Read More
This flyer explains what each of the six MTSS videos are about and how they relate to the implementation of MTSS in the program. Read More
Read this excerpt from Multi-Tiered Systems of Support for Young Children: Driving Change in Early Education to learn about the core components of multi-tiered systems of support (MTSS) and see how MTSS systems are implemented in early childhood. Read More
In blended classroom settings, early childhood staff members are responsible for administering the general education curriculum as well as implementing both MTSS and IDEA services. Use this table as a brief overview of the similarities and differences across IDEA and MTSS. Read More
We’re sharing some easy, ready-to-use tips for modifying reading and writing classwork for students with a wide range of disabilities and learning needs. They’ll help your students participate and make progress in four key areas of literacy. Read More
What areas of oral language are addressed in the intervention? Read More
Can young children really learn the challenging words in Story Friends—and why should they? Read More
How can you support budding readers in early childhood settings? Begin by teaching explicitly during storytime, expanding and enhancing instruction, and focusing on key skills. Read More
Do you have children in your program that struggle with oral language skills? Read More
It can be hard for preschool teachers to devote sufficient class time to teaching vocabulary. Read More
