Intentionally providing literature that speaks to and represents the experiences of under-represented groups can deepen learners' self-understanding and understanding of others, supporting their Identity development.
Intentionally providing literature that speaks to and represents the experiences of under-represented groups can deepen learners' self-understanding and understanding of others, supporting their Identity development.
Intentionally providing literature that speaks to and represents the experiences of under-represented groups can deepen learners' self-understanding and understanding of others, supporting their Identity development.
Books for vision differences support reading development for learners with visual needs.
Visual Processing skills help learners recognize and order visual information, including symbols such as numbers and letters.
Fernandez, R., Peyton, J. K., & Schaetzel, K. (2017). A survey of writing instruction in adult ESL programs: Are teaching practices meeting adult learner needs?. COABE Journal, 6(2), 5.
Text-to-speech functionality in the control of the learners can support their vocabulary development as they listen to the language of math and build learner agency.
These tools allow learners to anticipate information structures and facilitate deeper learning by engaging their Working and Long-term Memories.
Books for vision differences support reading development for learners with visual needs.
This practice helps learners retain information into Long-term Memory and can help learners troubleshoot when they are using digital tools in real-time.
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