Schneider, J. J., & Jackson, S. A. (2000). Process drama: A special space and place for writing. The Reading Teacher, 54(1), 38-51.
While it is useful to have student work, word walls, and anchor charts displayed in the classroom, having too much clutter can distract students and impact their Attention.
As communication boards serve as a learners' mode of Communication , the use of communication boards can be incorporated in individualized education plans (IEP) and 504 plans, and can be integrated throughout classroom, curricular and life skill activities inside and outside of the classroom.
Skoe, E., Krizman, J., & Kraus, N. (2013). The impoverished brain: Disparities in maternal education affect the neural response to sound. The Journal of Neuroscience 33(44), 17221-17231.
Lang, L., Torgesen, J., Vogel, W., Chanter, C., Lefsky, E., & Petscher, Y. (2009). Exploring the relative effectiveness of reading interventions for high school students. Journal of Research on Educational Effectiveness, 2(2), 149-175.
Snow, P. C. (2021). Psychosocial adversity in early childhood and language and literacy skills in adolescence: The role of speech-language pathology in prevention, policy, and practice. Perspectives of the ASHA Special Interest Groups, 6(2), 253-261.
Duke, N.K., Halvorsen, A., Strachan, S.L, Kim. J., & Konstantopoulos, S. (2021). Putting PjBL to the test: The impact of project-based learning on second graders' social studies and literacy learning in low-SES school settings. American Educational Research Journal, 58(1), 160-200.
Duke, N.K., Halvorsen, A., Strachan, S.L, Kim. J., & Konstantopoulos, S. (2021). Putting PjBL to the test: The impact of project-based learning on second graders' social studies and literacy learning in low-SES school settings. American Educational Research Journal, 58(1), 160-200.
Alloway, T.P. (2006). How does working memory work in the classroom? Educational Research and Reviews, 1(4), 134-139.
O'Conner, R., De Feyter, J., Carr, A., Luo, J. L., & Romm, H. (2017). A review of the literature on social and emotional learning for students ages 3-8: Teacher and classroom strategies that contribute to social and emotional learning (part 3 of 4). Washington, DC: Institute of Education Sciences, Department of Education.
Except where otherwise noted, content on this site is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Already a user? LOG IN
