Author Archive | Dr. Lillian Fawcett

Explicit Instruction

Structured, Explicit Literacy Teaching

In his article, Odegard (2020) discusses the importance of the structured, explicit teaching of literacy, He notes that this approach is particularly beneficial for students with dyslexia who require more intense and sustained instruction compared to their typically developing peers to become proficient readers. However, it is an approach that is also beneficial for all […]

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Behavioral Management Strategies

Many children develop learned responses, which are often socially inappropriate or disruptive, as a way of reducing their anxiety. These responses can be modified so these children can operate more effectively in the classroom, while simultaneously reducing their anxiety. Judy Sakalidis (B.Ed., Specialist Literacy Teacher) shares some ideas for effectively managing the behaviour of ‘at […]

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Behaviour of Reading Comprehension Test Takers

Every year a large number of students sit standardized reading tests. The data from the tests are used to identify students requiring supplementary reading instruction and whether a school might need to change its reading program. However, how students engage with the test task is largely unknown and students with the same test score may […]

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Refocusing Activities

If students are anxious, stressed, upset, or fatigued it is difficult for them to think clearly, to learn or to remember. In fact, Goodwin et al. (2916) found that the typical child’s on-task behavior declines as instructional duration increases from 10 to 30 minutes. However, research by Howie et al. (2014) found that exercise breaks […]

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