LexiaTalks

Learning to read can be hard. For children with dyslexia, it can be especially hard. In a 2017 interview with American Public Media reporter Emily Hanford, neuroscientist Guinevere Eden argued that “reading is not a natural skill,” as our brains were designed to recognize objects—such as an animal loping toward us across the plains—but not necessarily letters. Eden pointed out that to become fluent readers, students must learn to bypass aspects of their brain’s “visual system” in order to understand, for example, that “b” and “d” are not just similar objects but different letters.

A common misconception among teachers is that if a student can speak English fluently, he or she does not need extra accommodations in order to grasp the curriculum. In reality, many students struggle with academic language because their exposure to language outside of school does not include advanced words and phrases. 

With more focus than ever on reaching proficiency levels on state achievement tests, schools are using Title I funds to help students in need attain academic goals. Before creating and implementing programs, it is important to understand what exactly Title I is and how it can be used. Just as important, however, is developing an understanding of the unique needs of Title I students in order to maximize success.

To view the original blog, visit: https://www.lexialearning.com//blog/understanding-unique-needs-title-i-students

Students need to develop strong, fundamental reading skills in elementary school to set the groundwork for future success in all academic areas. That’s why it is essential to help struggling students close academic literacy gaps in the early years before they begin to tackle more complex materials. To help struggling students make the reading gains they need, consider incorporating the following 6 tips into your everyday instructional plans.

To view the original blog, visit: https://www.lexialearning.com//blog/6-ways-help-students-struggling-reading-close-gap

Today’s students and teachers are under increasing pressure to show early progress and success in reading. Not all of this can be attributed to a desire to increase standardized test scores, as some may fear; it also has to do with a concern that kids will be “left behind” if they are not reading independently by at least third grade. This situation often leads to intervention as a strategy for boosting the skills of slow or reluctant readers. But is intervention a one-dimensional tool?

To view the original blog, visit: https://www.lexialearning.com//blog/5-classroom-strategies-early-reading-intervention

There are two related but different strategies to approach the identification of words with more than one syllable: syllable division and structural analysis.

To view the original blog, visit: https://www.lexialearning.com//blog/2-classroom-strategies-teaching-multisyllabic-words

Many state assessments, mid-year tests, and reading programs report students' progress using a Lexile measure.

But the number is not just a measurement of student growth—it can be a tool for challenging students and promoting a love of reading.

To view the original blog, visit: https://www.lexialearning.com/blog/more-number-what-is-lexile-measure

In education, there seems to be an acronym for everything. Response to intervention (RTI) and Multi-tiered system of supports (MTSS) are two of the most commonly used acronyms, with mentions thrown into practically every department meeting, professional development seminar, and district conference. Though often discussed together, the two are not the same. 

It is important to understand the differences between RTI and MTSS in order to properly utilize both in creating successful interventions and paths to success.

 To view the original blog, visit: https://www.lexialearning.com/blog/rti-and-mtss-do-you-know-difference-between-these-support-systems

In an effort to build students' academic language, educators are incorporating increasingly complex texts into their lesson plans. With College and Career Readiness standards emphasizing the acquisition and use of general academic and domain-specific words and phrases, students are encouraged to find the meaning of unfamiliar vocabulary by choosing flexibly from a range of strategies. One strategy is the use of a variety of reference materials, while another involves applying knowledge of the structure of words and parts of words, such as stems, root words, prefixes, and suffixes. Here, we'll focus on helping students develop the ability to use the context of an unfamiliar word—i.e. the text surrounding it—as a clue to the word's meaning.

To view the original blog, visit: https://www.lexialearning.com/blog/context-clues-5-fun-activities-boost-vocabulary-development

Between two students, one with the motivation to persevere after a mistake and one who refuses to try when an assignment "looks hard," which do you think is more likely to achieve academically?

To view the original blog, visit: https://www.lexialearning.com/blog/6-tips-help-students-develop-growth-mindset-classroom