Recess and physical education are ways for learners to exercise, which is essential for increasing oxygen flow to the brain and brain cell growth.
Hudson, T. (2017). Six strategies to reach, teach, and close math gaps for Latino English language learners in elementary and middle school. Bellevue, WA: DreamBox Learning.
Duhaney, L. M. G., & Duhaney, D. C. (2000). Assistive technology: Meeting the needs of learners with disabilities. International Journal of Instructional Media, 27(4), 393-401.
Products can embed questions that pop up while learners are exploring content to prompt deeper, reflective thinking at key points in a text.
This strategy can also support the practice of culturally responsive teaching and can be used with other strategies that allow representation of all learners in the curriculum.
Alibali, M. W., & Nathan, M. J. (2012). Embodiment in mathematics teaching and learning: Evidence from learners' and teachers' gestures. Journal of the Learning Sciences, 21(2), 247-286.
Thus, Reading Fluency may pose a challenge for adolescent learners with dyslexia who may have difficulty with many of these underlying reading components.
When learners work independently to repeatedly recall and practice (retrieval practice) new material, they become fluent in the skill and are able to recall it automatically.
This kind of stimulation also helps meet the needs of learners who seek additional sensory input to better support their learning.
Louie, J., Brodesky, A., Brett, J., Yang, L. M., & Tan, Y. (2008). Math education practices for students with disabilities and other struggling learners: Case studies of six schools in two northeast and islands region states (Issues and answers report, REL 2008-No. 053). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, & Regional Educational Laboratory Northeast and Islands.
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