NYS- ells-disabilities-standard-scores-december-2014.pdf
This is a special education field advisory that was released in December, 2014. It details the use of standardized scores with culturally and linguistically diverse children. Read More
Category: Response to Intervention (RTI)
Response to Intervention (RTI) is a 3 tiered intervention model that consists of tier 1- general education, tier 2- a specified number of weeks with support services, and tier 3- special education. Children who need extra support in school receive services for a specified number of weeks (tier 2) and are either placed back in general education (tier 1) or moved into special education (tier 3) depending on their progress during the time spent in tier 2.
Strategies to Support Emergent Literacy: Increasing the Language Skills of Children from Low Income Backgrounds (Part 3)
Children from low income backgrounds can be at risk for difficulty with both print awareness and phonological awareness, the foundations of emergent literacy. Intervention consisting of explicit instruction in phonological awareness just two times a week for half an hour demonstrated effectiveness. Stephanie provides strategies that providers and parents alike can use with children from low income background to support emergent literacy. Find the other modules in this series below: Read More
Reading Development Module 8: Bilingual Considerations
Stephanie Downey Toledo is a bilingual speech language pathologist in New York City as well as a professor at Teachers College, Columbia University. She has collaborated with the LEADERS project on this module series and others.
It is important to distinguish between language difference and disorder. This holds true with reading. As SLPs it is important to consider whether a student’s reading development is being impeded by a disability or a language difference. What are the main factors affecting student success? Is it a difference in literacy instruction or content/ background knowledge? What has the student’s language acquisition looked like in both languages? How might socio-economic and cultural status be affecting reading development? When possible, we should support bilingual reading development.
Reading Development Module 7: Reading Comprehension
Stephanie Downey Toledo is a bilingual speech language pathologist in New York City as well as a professor at Teachers College, Columbia University. She has collaborated with the LEADERS project on this module series and others.
Reading Development Module 6: Reading Fluency
Stephanie Downey Toledo is a bilingual speech language pathologist in New York City as well as a professor at Teachers College, Columbia University. She has collaborated with the LEADERS project on this module series and others. Read More
Reading Development Module 4: Phonics
Stephanie Downey Toledo is a bilingual speech language pathologist in New York City as well as a professor at Teachers College, Columbia University. She has collaborated with the LEADERS project on this module series and others.
Reading Development Module 3: Phonemic Awareness
Stephanie Downey Toledo is a bilingual speech language pathologist in New York City as well as a professor at Teachers College, Columbia University. She has collaborated with the LEADERS project on this module series and others. Read More
Reading Development Module 2: Role of the SLP in Literacy
Stephanie Downey Toledo is a bilingual speech language pathologist in New York City as well as a professor at Teachers College, Columbia University. She has collaborated with the LEADERS project on this module series and others. Read More
