TeachingLD provides answers to common questions about teaching students with learning disabilities. We solicit questions (submit your own question), select those that are of general interest, and ask professionals with expertise about those specific aspects of learning disabilities to summarize—in practical terms—the research relevant to those questions. The Editors of TeachingLD have been supported by the un-compensated assistance of people with substantial knowledge and experience in preparing answers.
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Expert Connection Archives
Q:My LEA is planning on investing in reading software for help with elementary students who are struggling in any area of reading. There's such a bewildering mass of different programs out there and I don't want to waste the money. What should we look for in good reading software for decoding, fluency, comprehension, etc.?—Kevin F., Herndon, VA.
To address this question, TeachingLD turned to one of the world's top researchers on the use of technology in reading, Dr. Joseph Torgesen of the Florida Center for Reading Research at Florida State University. Here's the beginning of Dr. Toregsen's answer. Joe, thanks a lot for you help!—WebEditors.
A:This is an excellent question, and I'm glad that your LEA is considering the purchase of computer software to assist in providing instruction and systematic practice for students struggling in learning to read. I have believed for some time that part of the solution to preventing serious reading difficulties in students with learning disabilities involves the use of computer technology as a support for teacher led instruction….
- Organization: Helping Students Acquire Organizational Strategies—Karen Rooney
- Writing Essay Answers: An Overview of The Strategic Writing Approach—Linda Mason
- Transition 1: What Laws Affect Transition?—Jennifer Lindstrom
- Transition 2: What Services are Available?—Jennifer Lindstrom
- Transition 3: What Skills do Students Need?—Jennifer Lindstrom
- What Growth Should Kids Make on CBM Measures?—Lynn Fuchs
- What Does Responsiveness to Intervention Mean for Me?—Douglas Fuchs
- "Highly Qualified" Teachers: What Does it Mean for Me?—Bonnie Billingsley
- Curriculum-Based Measures: Are There Ways to Use CBM in Content Areas?—Christine Espin
- Phonological Skills: Which Ones Really Matter the Most?—Paige Pullen
- Memory: What Can Teachers do to Help Students Remember Things?—Frederick Brigham
- Self-questioning in Reading— Sheri Berkeley
- Selecting Useful Data for Teaching—Laura Berry Kuchle