Whether you are a teacher, a parent, an SLP, or an interventionist, if you’re anything like us…which you are, because you’re here, you care about providing top notch intervention or instruction for your students. However, with all the differing opinions out there in the field of education it can be difficult to know if what you’re doing is the right thing. Click through to read about our 7 Must Haves for effective, research-based reading intervention.

So data tracking is one of those necessary evils for all interventionists, special educators, speech language pathologists, teachers…we all can commiserate together.

But it’s one of those things that is just absolutely critical to determine whether or not students are growing and making progress in their intervention setting. We see students who are struggling to read and have gaps and we need to make sure those gaps are in fact closing.

So on top of all the other things we are managing in our reading intervention setting, from behavior management, to lesson introduction and skill targeting, we need to be tracking and monitoring data during our sessions.

Here are the three biggest mistakes we often see when supporting special education teams and interventionists…and no judgement here because we’ve #beenthere. Click through to read more and grab our data tracking sheets.

If you are reading this, we want to thank you for caring so much about your students. Thank you for caring enough to be curious about how you can be the best resource for them. Thank you for putting in the time and the hard-work.

Literacy intervention, specifically for students with dyslexia causes this interesting conversation around who best supports this type of intervention? Traditionally literacy specialists and special educators have been the ones tasked with supported reading disabilities, I mean…it makes sense it’s an academic issue right?

The challenge is that dyslexia is a language-based learning disability. It’s often really a continuum of an oral language disability that transcended into the world of written language. This is a challenge for literacy specialists and special educators who don’t have a background in supporting oral language problems. And really - literacy specialists and special educators generally don’t have a background in supporting oral language struggles because that is an SLPs bread and butter.

So what this means is that….