Showing results 321-330 of 368 for cast

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• Article

  Background Knowledge Instruction and the Implications for UDL Implementation

  T. Hall & A. Meyer, 2004

  Reading to learn is a fundamental literacy skill and one closely tied to success in all areas of the curriculum. This article examines the research on instructional approaches to support students’ use of background knowledge. …

• Article

  The Promise of Accessible Textbooks: Increased Achievement for All Students

  S. Stahl, 2004

  The federal No Child Left Behind Act (NCLB) of 2001 and the Individuals with Disabilities Education Act (IDEA) of 1997 mandate increased expectations and accountability for a diverse range of students to access, participate, and progress …

• Article

  Graphic Organizers and Implications for Universal Design for Learning

  N. Strangman, et al., 2003

  Graphic organizers are introduced and defined as graphic or visual displays that depict the relationships between facts, terms, and/or ideas within a learning task. Various examples of graphic organizers are covered, including applications …

• Article

  The Role of Motivation in Remedial Reading Curriculum

  C.P. Proctor, et al., 2014

  The study examined self-reported levels of motivation in predicting reading comprehension among 76 linguistically diverse middle school-aged students with disabilities in an urban Northeastern school district in the United States. ...

• Article

  Reading in the Post-Gutenberg World: Solving Print Disabilities

  D. Rose, et al., 2014

  In this article, the authors explore a changing educational and technological landscape that will radically change for the better how learners with "print disabilities"—people with dyslexia, for example—will learn in the near future. ...

• Article

  UDL Science Notebooks and Activity-Based Science Learning

  

  G. Rappolt-Schlichtmann, et al., 2013

  Science notebooks can play a critical role in activity-based science learning, but the tasks of recording, organizing, analyzing, and interpreting data create barriers that impede science learning for many students. This study (a) assessed ...

• Article

  Insights From the Development of a Digital Writing Tool That Supports Students With Learning Disabilities

  

  Vue, Hall, et al., 2015

  This descriptive study examined focus group data gathered to address two questions: First, do data from focus groups affirm and expand our understanding of writing and writing development among middle school students? And second, do data from focus groups provide information helpful to the use of digital technology for enhancing writing instruction, production, and engagement?

• Article

  A Universal Design for Learning-based Framework for Designing Accessible Technology-Enhanced Assessments

  R. P. Dolan, et al., 2013

  The increased capabilities offered by digital technologies offer new opportunities to evaluate students' deeper knowledge and skills and on constructs that are difficult to measure using traditional methods. Such assessments can also ...

• About Universal Design for Learning

  Universal Design for Learning (UDL) is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn.

• Designing for Productive Struggle in Informal Science Learning

  

  We're exploring how informal science learning experiences can support science museum visitors' engagement in "productive struggle” — learning challenges that are exhilarating, challenging, intensive, and fruitful.