In response to questions and concerns about COVID-19 from state leadership within Region 7, a series of annotated bibliographies was created to inform stakeholders about the potential impact of increased out-of-school time and possible strategies to mitigate harm to students’ academic development. The purpose of the series of bibliographies is to address three main questions. Question 1: What will the […]
District Leader
A Practitioner’s Guide to Responding to COVID-19 Series: Successful Initiatives that Offset Out-of-School Learning Loss
In response to questions and concerns about COVID-19 from state leadership within Region 7, a series of annotated bibliographies was created to inform stakeholders about the potential impact of increased out-of-school time and possible strategies to mitigate harm to students’ academic development. The purpose of the series of bibliographies is to address three main questions. Question 1: What will the […]
A Practitioner’s Guide to Responding to COVID-19 Series: The Impacts of Extended Learning Programs on Academic Achievement
In response to questions and concerns about COVID-19 from state leadership within Region 7, a series of annotated bibliographies was created to inform stakeholders about the potential impact of increased out-of-school time and possible strategies to mitigate harm to students’ academic development. The purpose of the series of bibliographies is to address three main questions. Question 1: What will the […]
Structured Literacy and Typical Literacy Practices: Understanding Differences to Create Instructional Opportunities
In this article, Louise Spear-Swerling discusses the key features of structured literacy (SL) beginning with explicit and systematic instruction. The article explains why SL is an effective way to teach children with dyslexia and students who struggle with learning to read. Information on what Spear-Swerling calls typical literacy practices (TLP) cites other types of teaching where the reading is more […]