Poverty, defined as the absence of needed resources, can have both short- and long-term effects on health, development and success in life. Students who live with limited resources may need unique supports in order to reveal often-hidden potential. Educators who understand the potential impacts and are ready with specific strategies will be better able to help every student achieve at high levels.
We’ve put together this overview of the research on early reading, in grades K-2. It covers what’s known about how we should teach letter-sound patterns, and what we don’t know
Gail Kennedy of our ACEs Connection team came up with the idea for the 3 realms of ACEs while talking with Elaine Miller-Karas of the Trauma Resource Institute and Bob
Brain Features and Executive Function Evidence Based Practices that improve student outcomes.
Dyslexia is the most common type of developmental reading disability and one of the most studied of all learning disorders. Advocates have successfully pushed more than 40 states to adopt
With a $20 million gift from Charles Schwab, UC San Francisco and UC Berkeley have launched a two-campus multidisciplinary clinical and research alliance to deepen the understanding of dyslexia and
Robyn Jackson reports that she can tell what kind of culture a school has within five minutes of entering the front door. Jackson, a former National Board–certified teacher and administrator
Ferlazzo shares thematic posts that bring together responses on similar topics from the past eight years.
Tough teaching conditions affect us. But they don’t define us, says teacher Chase Mielke, author of The Burnout Cure (ASCD, 2019). In this heartfelt letter to new teachers, Mielke shares
New teachers—and experienced ones too—can find ideas here on how to stop disruptive behavior before it begins.
The skills that make up executive function are better predictors of success than test scores, IQ, or socioeconomic status.
