Showing results 1-10 of 70 for Literacy
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Friday, July 10, 2020
CAST is pleased to announce the establishment of the California Collaborative for Inclusive Literacy (CCIL), a statewide professional development partnership to improve literacy outcomes using CAST’s signature framework, Universal Design for Learning (UDL).
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Article
P. Proctor, B. Dalton & D. Grisham, 2007
Today teachers are charged with including all students in literacy instruction, even those who have previously struggled in traditional school environments. One group that has struggled in the past is English Language Learners (ELLs). Here Proctor, Dalton, and Grisham discuss a 4-week study that used supported digital text to assist ELLs with reading comprehension. They found that embedding features did help promote learners’ use of comprehension strategies.
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Webinar
4:00PM – 5:00PM ET on Monday, September 25, 2023
Explore the role of UDL and AT in inclusive literacy instruction in our upcoming webinar featuring CAST experts.
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Article
B. Dalton & P. Proctor, 2007
As reading content in a digital format becomes more important, a question emerges: how can digital reading environments be created to support all students? Here Dalton and Proctor discuss the variety of supports that could be included in designing a “Universal Literacy Environment” for students “in the margins”. In particular, they focus on how to help build learners’ comprehension.
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Article
D. H. Rose & B. Dalton, 2006
The nature of literacy is fundamentally changing. Recent advances in digital media and in the field of neuroscience have shown us that oral literacy (listening and speaking) is, once again, becoming more and more important. Here Rose and Dalton argue that traditional definitions of literacy are too narrow, and must be expanded to include listening. It concludes with recommendations on how to include listening in the classroom.
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The Center for Emerging Technologies seeks to leverage the learning sciences and emerging technologies to develop a flexible reading environment that meets the needs of students who vary in their reading skills and motivation.
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The California Coalition for Inclusive Literacy (CCIL) supports the design and delivery of Universally Designed professional learning in literacy development, equipping teachers and paraeducators with tools and strategies to provide students with disabilities with access to grade-level content standards in inclusive classroom environments.
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Implementation Specialist
As an Implementation Specialist for the California Coalition for Inclusive Literacy (CCIL), Elisa Torres-Barton partners with educators to support refinement and implementation of equitable and inclusive practices.
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Article
P. Coyne, et al., 2014
This article describes the development and promise of the Read-with-Me eBooks (RWM), a free website that provides a curriculum for professional development focused on the use of digital storybooks to advance the literacy skills of ...
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Article
J. Roschelle, et al., 2013
The authors focus on how a Universal Design for Learning (UDL) framework can be used to design Dynabooks that are sensitive to the needs of all learners as they engage in sense making, expression, and inquiry in challenging domains. ...