Developers can create channels for learners to publish their work and interact with others who are passionate about similar topics.
Products can use rich math vocabulary to expose learners to math language as they practice math skills.
Mustafa, K. O. C. (2005). Individual learner differences in web-based learning environments: From cognitive, affective and social-cultural perspectives. Turkish Online Journal of Distance Education, 6(4).
National Academies of Sciences, Engineering, and Medicine (2018). English learners in STEM subjects: Transforming classrooms, schools, and lives. Washington, DC: The National Academies Press.
Feng, X., Perceval, G. J., Feng, W., & Feng, C. (2020). High cognitive flexibility learners perform better in probabilistic rule learning. Frontiers in Psychology, 11, 415.
Barac, R., Bialystok, E., Castro, D. C., & Sanchez, M. (2014). The cognitive development of young dual language learners: A critical review. Early Childhood Research Quarterly, 29(4), 699-714.
Perry, N., Yee, N., Mazabel, S., Lisaingo, S., & Määttä, E. (2017). Using self-regulated learning as a framework for creating inclusive classrooms for ethnically and linguistically diverse learners in Canada. Handbook on Positive Development of Minority Children and Youth, 361-377.
Research has shown that providing appropriate supports and resources can help create an equal foundation for all students and improve reading, particularly for learners who have learning disabilities, including dyslexia.
Research has shown that providing appropriate supports and resources can help create an equal foundation for all students and improve reading, particularly for learners who have learning disabilities, including dyslexia.
Learners with dyslexia may demonstrate differences with the Visual Processing of words, often stemming from difficulties with Phonological Awareness, which can disrupt the process of directing Attention to and Decoding words.
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