This type of support can be especially beneficial for those learners with dysgraphia or dyspraxia who may have difficulties with handwriting or spelling, as removing the act of physically writing or typing allows learners to express ideas freely without the constraints of conventional writing, and frees up Working Memory to support content generation.
Teachers can use interactive digital games to help learners practice and assess a variety of skills including storytelling, Reading Fluency and Vocabulary.
Listening to and observing fluent readers provides a helpful model for learners to understand how to engage with texts and develop their own reading and writing abilities.
This kind of stimulation also helps meet the needs of learners who seek additional sensory input to better support their learning.
This kind of stimulation also helps meet the needs of learners who seek additional sensory input to better support their learning.
By using timers, learners develop greater awareness of their ability to pay Attention and are able to use strategies, like breaking up a task, to increase their productivity.
Developers can make reading more accessible to different kinds of learners by adding options like text magnification or colored overlays to their screens.
Developers can make reading more accessible to different kinds of learners by adding options like text magnification or colored overlays to their screens.
Developers can make reading more accessible to different kinds of learners by adding options like text magnification or colored overlays to their screens.
Healy, L., Ramos, E. B., Fernandes, S. H. A. A., & Peixoto, J. L. B. (2016). Mathematics in the hands of deaf learners and blind learners: Visual-gestural-somatic means of doing and expressing mathematics. _In Mathematics Education and Language Diversity _(pp. 141-162). Springer, Cham.
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