An Explanation of Structured Literacy, and a Comparison to Balanced Literacy By: Nina A. Lorimor-Easley, M.S., M.Ed.Deborah K. Reed, Ph.D. Posted on: April 9, 2019 An explicit or implicit approach to literacy learning? See why the former approach tends to work better for all learners.
Developing and Synchronizing the Various Aspects of the Individualized Education Program By: Anna Gibbs, M.Ed.Deborah K. Reed, Ph.D. Posted on: March 26, 2019 Setting a goal, monitoring progress and deciding on specially designed instruction through an IEP can help students with reading disabilities achieve success.
Family Preparation for an Individualized Education Program Meeting By: Anna Gibbs, M.Ed. Posted on: February 19, 2019 Effectively advocate for your child with a disability’s literacy education by thinking through your hopes and concerns.
Why the 13 Disability Categories Matter When Planning Reading Interventions By: Deborah K. Reed, Ph.D. Posted on: October 9, 2018 Gain a better understanding of the needs students with different disabilities have and the evidence-based literacy interventions that can help.
Zimmerman Named Hammill Institute Fellow Article published on: August 28, 2018 Iowa Reading Research Center Graduate Assistant Leah Zimmerman named Hammill Institute on Disabilities Doctoral Fellow.
Five Common Questions about Teaching Students with Disabilities: Debunking the Perception of "Not my Student" By: Jessica Sidler Folsom, Ph.D.Deborah K. Reed, Ph.D. Posted on: August 30, 2016 Students with disabilities are the students of all teachers. We look at five common questions about teaching students with disabilities.