Phonics (Reading Development: Module 04)
In this module Stephanie Downey Toledo discusses phonics as the second component to reading development.
Phonemic Awareness (Reading Development: Module 03)
In this video, Stephanie Downey Toledo discusses phonemic development as part of reading development.
Role of the SLP in Literacy (Reading Development: Module 02)
In this video Stephanie Downey Toledo goes into the importance of SLPs in a schoolbase setting and the key role they play in literacy and reading development.
What does it mean to know a language? (Reading Development: Module 01)
This module examines the implicit knowledge that proficient/native speakers have about their language through a linguistic task.
Dynamic Assessment: How Does it Work in the Real World of Preschool Evaluations?
In a disability evaluation, we ask a child to point “to the triangle” or “to the author” as part of test developed to identify disorder. An evaluator who uses this kind of test to identify disability must assume that all children being evaluated have had similar...Aligning IEP Goals to the CCSS: Case Study- Oscar
This case study is part of the Aligning IEP goals with the Common Core State Standards series for Oscar, a 4th grader from New York.
Aligning IEP Goals to the CCSS: Case Study- Amanda
This case study is part of the Aligning IEP goals with the Common Core State Standards series for Amanda, a 13-year-old 6th grader with writing difficulties.
Aligning IEP Goals to the CCSS: Case Study- Caitlin
This case study is part of the Aligning IEP goals with the Common Core State Standards series for Caitlin, a bilingual first grader.
Aligning IEP Goals to the CCSS: Case Study- Joey
This case study is part of the Aligning IEP goals with the Common Core State Standards series for Joey, a 6 year old of Puerto Rican descent.
(Hasson et al., 2013) Discriminating Disorder from Difference Using Dynamic Assessment with Bilingual Children
This study builds on recent evidence of the usefulness of dynamic assessment (DA) along with a mediated learning experience (MLE) and graduated prompting as a more appropriate method of determining the presence of language disorder (LD) in culturally and linguistically diverse (CLD) children.
