Given the robust nature of learning sciences research, this website is best viewed on tablets and computers. A small screen experience is coming in the future.
On June 22, 2021, we will launch updated strategies for the Math PK-2 model, as well as additional updates to the Navigator that highlight equity, SEL, and culturally responsive teaching. To learn more, visit our Site Updates (available in the "About" menu at the top of any page).
Hover to see how factors connect to Vision. Then click connected factors to explore strategies related to multiple factors.
We use our Vision to perceive information about the world. Reading and writing require being able to see the detailed features of text clearly and being able to track text on paper and a website. Students with uncorrected Vision issues can have difficulty distinguishing letters and reading and writing at the same rate as peers with normal or corrected Vision.
Several different Vision components and skills are important in learning to read and write:
Early identification of Vision problems is critical for preventing academic difficulties later. Some behaviors that can indicate a student has uncorrected Vision issues are covering or closing one eye, rubbing their eyes frequently, complaining of double vision, losing their place while reading or writing, or experiencing Attention difficulties.
Vision screenings at school typically only assess visual acuity, so it is possible for a student to have a Vision problem in other areas even though they pass the screening. So if a student is at risk for having Vision problems, they should receive an extensive eye examination regardless of screening results.
Audiobooks allow students to hear fluent reading and to experience books above their reading skills.
Dictionaries and thesauruses can serve as resources for students to expand their Vocabulary knowledge.
Multiple display spaces promote collaboration by allowing groups to share information easily as they work.
Reading aloud regularly exposes students to new and familiar vocabulary and texts.
Reading aloud books about skills children are learning provides another model for their development.
Books for vision differences support reading development for learners with visual needs.
Transforming written text into audio activates different parts of the brain to support learning.
Visual supports, like text magnification, colored overlays, and guided reading strips, help students focus and properly track as they read.
Web-based dictionaries and thesauruses can serve as visual and audio resources for students to expand their Vocabulary knowledge.
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Generating summary page
On this page, using your heatmap, you will be asked to select factors to further explore, and then select new strategies you might incorporate into upcoming instruction. Once done, click “Show Summary" to view your Design Summary Report.
On this page, using your heatmap, you will be asked to select factors to further explore, and then select new strategies you might incorporate into upcoming instruction. Once done, click “Show Report” to view your Design Summary Report.
By selecting "Show Report" you will be taken to the Assessment Summary Page. Once created, you will not be able to edit your report. If you select cancel below, you can continue to edit your factor and strategy selections.
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