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What reading really looks like when you're dyslexic
GOOD Magazine
Thirty years ago, when Christian Boer was first learning how to read, he made a lot of mistakes. His teacher didn't attribute his challenges to what would eventually be diagnosed as dyslexia. She just told Boer to try harder, and occasionally even called him lazy and stupid. Fortunately, awareness of dyslexia is much higher these days, and most of us have some vague sense that dyslexics see the letter "b" as "d" or "p." It's common to assume that we can train dyslexic children out of their habits, or that they'll eventually outgrow the affliction.
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New read-aloud strategies transform story time
Education Week
Reading a picture book aloud from her armchair, 20 children gathered on the rug at her feet, kindergarten teacher Jamie Landahl is carrying on a practice that's been a cornerstone of early-literacy instruction for decades. But if you listen closely, you'll see that this is not the read-aloud of your childhood. Something new and very different is going on here. What's happening in Ms. Landahl's classroom at Ruby Duncan Elementary School reflects a major shift in reading instruction brought about by the Common Core State Standards. In place in more than 40 states, the standards expect children to read text carefully and be able to cite evidence from it to back up their interpretations.
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Looking to share your expertise?
In an effort to enhance the overall content of THE LD SOURCE, we'd like to include peer-written articles in future editions. As a member of LDA and/or reader of THE LD SOURCE, your knowledge of learning disabilities and related issues lends itself to unprecedented expertise. And we're hoping you'll share this expertise with your peers through well-written commentary. Because of the digital format, there's no word or graphical limit. Our group of talented editors can help with final edits. If you're interested in participating, please contact Ronnie Richard to discuss logistics.

  Student-Paced, Mastery-Based Math
Since 2004, Math-U-See has worked with intervention and special education teachers to reach struggling special needs math students. Math-U-See corresponds to math ability rather than traditional grade levels, so it can be used with students of any age. We provide tools and training for an explicit, structured, systematic, cumulative program using multi-sensory teaching techniques. MORE

 LDA News

Using multitiered systems of support to maximize success for students with learning disabilities
You are cordially invited to the annual symposium of the National Joint Committee on Learning Disabilities. Topics to be addressed include a brief overview of the key components of effective Multitiered Systems of Support and how students with learning disabilities and learning differences can best be supported within these frameworks.
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 In the News

How a collaborative mindset helps teachers reach all learners
eSchool News
The implementation of the Common Core State Standards has been met with anxiety from administrators and educators at every level, because, like any major change, it can seem scary and overwhelming. General education teachers have had to learn and apply new instructional strategies to address the new standards and the vision that the standards embody, particularly universal design for learning. Special education teachers have been required for the first time to become pseudo subject-area experts to help struggling students and those with learning disabilities meet the standards.
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Keep it together in middle school: Your organized ADHD teen
ADDitude Magazine
The school environment changes in the middle years. Instead of loads of structure and guidance, as your child had in elementary school, students are expected to manage more of their life on their own. At the same time, the students themselves are changing. They are less motivated to please adults and more motivated to impress peers. As they search for their own identities, the social scene becomes more important. It is a confusing time for students with ADHD, but with the right support, they can thrive.
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Memorizers are the lowest achievers and other Common Core math surprises
The Hechinger Report
It's time to debunk the myths about who is good in math, and Common Core state standards move us toward this worthy goal. Mathematics and technology leaders support the standards because they are rooted in the new brain and learning sciences. All children are different in their thinking, strength and interests. Mathematics classes of the past decade have valued one type of math learner, one who can memorize well and calculate fast. Yet data from the 13 million students who took PISA tests showed that the lowest achieving students worldwide were those who used a memorization strategy — those who thought of math as a set of methods to remember and who approached math by trying to memorize steps. The highest achieving students were those who thought of math as a set of connected, big ideas.
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  Inform Attention Related Diagnoses
Develop a comprehensive evaluation using the gold standard Conners CPT 3™, an auditory test of attention, the Conners CATA®, and the early childhood Conners K-CPT 2™. All assessments have been updated with easily interpreted reports, representative normative samples, and new scores to pinpoint the exact issue. Learn more:

For the love of reading: Using technology to draw students to literacy
By: Pamela Hill
My love for reading goes back further than I can actually recall. As an educator, I want my students to love to read, not just learn to read. Parents of students with diagnosed reading disabilities want their children to read and enjoy reading as well. Students with diagnosed reading disabilities spend more of their educational hours in intensive reading instruction than the average reader. For this student, reading as a leisure activity often seems just out of reach.
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3 critical education topics affecting US students
eSchool News
An annual report examines the persistent gender gap in reading performance, how the Common Core is impacting reading achievement, and how intrinsic motivation plays a key role in student engagement, and offers analyses in all three areas. The study is the fourteenth Brown Center Report on American Education and is divided into three sections, each dedicated to an independent topic and each based on the best evidence available, which is further described in each section.
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Missed last week's issue? See which articles your colleagues read most.

    School organization tips for students with ADHD or learning disabilities (ADDitude)
My child struggles with writing: Why typical evaluations don't do the job (By: Howard Margolis)
IDEA applies to 'twice exceptional' students too (Disability Scoop)
Testing gives 3rd-graders upset stomachs, tears and even fevers (The Hechinger Report)
Beating the Common Core (Scholastic Administration Magazine)

Don't be left behind. Click here to see what else you missed.

The pathway to Common Core success
Center for American Progress
The Common Core State Standards began in 2009 as a state-led effort to measure the nation's students against a shared benchmark. At first, the standards received broad acceptance. Education leaders and elected officials alike agreed that students and the U.S. education system would benefit from internationally competitive standards that guarantee common, rigorous learning goals for students across the nation. But as the standards rolled out — and as they continue to roll out — the Common Core has become a political football, so much so that some political pundits are predicting that it will be a significant issue for 2016 presidential hopefuls.
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Avoiding 'learned helplessness'
We all have students that just want to "get it right." We all have students that constantly seek the attention of the teacher. "Did I get this right?" "Is this what you want?" Now while it's certainly a good thing to affirm students in their learning, many times we want students to be creative with their learning. We allow them to own their learning and create assessment products where they can show us what they know in new and inventive ways. Because of this, there isn't "one right answer," yet our students are often trained to think that there can be only one.
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LDA does not recommend or endorse any one specific diagnostic or therapeutic regime, whether it is educational, psychological or medical. The viewpoints expressed in THE LD SOURCE are those of the authors and advertisers.

Colby Horton, Vice President of Publishing, 469.420.2601
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Hailey Golden, Senior Education Editor, 469.420.2630   
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