They can also provide the option for learners to show their work and thinking on a number line when solving problems.
Teachers can choose videos their learners can connect with to see and discuss abstract SEL topics in a more concrete way.
Developers can make reading more accessible to different kinds of learners by adding options like text magnification or colored overlays to their screens.
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.
By giving feedback and engaging with students, teachers can better understand learners' thought processes.
Bowen, S. K., & Baker, S. (2022). Family engagement: Developing partnerships for d/Deaf and hard of hearing multilingual learners. In Deaf and Hard of Hearing Multilingual Learners (pp. 30-66). Routledge.
Menbet, A. A. (2018). The use of effective strategies to improve Saudi EFL dyslexic learners' writing skills. Theory and Practice in Language Studies, 8(12), 1611-1621.
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.
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