References<\/p>\n\n\n\n
Aceves, T.C. & Kennedy, M.J. (2024). High-leverage practices for students with disabilities (2nd ed.). Council for Exceptional Children and CEEDAR Center.<\/a><\/p>\n\n\n\n DeCoste, D.C., Bowser, G.M. (2020). The evolving landscape of assistive technology in K-12 Settings. Assistive Technology Outcomes and Benefits<\/em>, 14<\/em>, 94-110.<\/p>\n\n\n\n McCann, J. & Wright, J. (2023). Empowering inclusive education: The synergy of UDL, AEM, and AT. Open Access. <\/a><\/p>\n\n\n\n National Center for Educational Statistics. (2024). Students with disabilities Chapter 2: Preprimary, elementary, and secondary education section: Elementary and secondary enrollment. <\/a><\/p>\n\n\n\n Rose, D., Hasselbring, T.S., Stahl, S., & Zabala, J. (2005). Assistive technology and universal design for learning: Two sides of the same coin. Handbook of Special Education Technology Research and Practice<\/em>, 507-518.<\/p>\n\n\n\n Stone, A. (2026). AI assistive technology improves inclusion in K-12 environments. EdTech Magazine.<\/a> <\/p>\n\n\n\n Wook Ok, M., & Rao, K. (2019). Digital tools for the inclusive classroom: Google Chrome as assistive and instructional technology. Journal of Special Education Technology<\/em>, 34<\/em>(3), 204-211. Schools across the country are experiencing a growing push toward inclusive education for students with disabilities, making today\u2019s classrooms more diverse than ever before. According to the National Center for Education Statistics (2024), 67% of students with disabilities spend 80% or more of their school day in general education classes. Current research suggests the need […]<\/p>\n","protected":false},"author":1847,"featured_media":483,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[10,7],"tags":[],"class_list":["post-478","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-assistive-technology","category-inclusive-practices"],"_links":{"self":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/478","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/users\/1847"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/comments?post=478"}],"version-history":[{"count":0,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/478\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/media\/483"}],"wp:attachment":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/media?parent=478"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/categories?post=478"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/tags?post=478"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}},{"id":479,"date":"2026-05-04T17:16:11","date_gmt":"2026-05-04T17:16:11","guid":{"rendered":"https:\/\/blogs.vcu.edu\/ttacinfo\/?p=479"},"modified":"2026-05-04T17:16:12","modified_gmt":"2026-05-04T17:16:12","slug":"unpack-your-curricula-in-ms-and-hs-with-the-sim-course-organizer","status":"publish","type":"post","link":"https:\/\/blogs.vcu.edu\/ttacinfo\/2026\/05\/04\/unpack-your-curricula-in-ms-and-hs-with-the-sim-course-organizer\/","title":{"rendered":"Unpack your curricula in MS and HS with the SIM Course Organizer"},"content":{"rendered":"\n As you plan how middle and high school teachers can unpack curricula in the coming year, consider the Strategic Instruction Model (SIM) Course Organizer Routine<\/em><\/a> (Lenz, Schumaker, Deshler, Bulgren, 1998). This evidence-based practice helps new and veteran teachers work efficiently as a team to unpack a curriculum in just a couple of hours\u2013a task that can often feel overwhelming. The Course Organizer Routine was designed as an efficient planning method that helps teachers organize complex curricula in a simple way and compensate for any learning strategies their students might be missing (Deshler & Lenz, 2004).<\/p>\n\n\n\n The Course Organizer Routine is an effective practice<\/strong><\/p>\n\n\n\n Investing an hour or two in unpacking makes Hattie\u2019s (2023) Visible Learning <\/em>recommendations attainable: students acquire and use learner-owned strategies, understand their progress toward course goals, and experience a learning community with norms for collaboration and academic risk-taking. The Course Organizer Routine supports many high-leverage practices (HLPs) for students with disabilities (Aceves and Kennedy, 2024), including:<\/p>\n\n\n\n The Course Organizer Routine is Quick to Implement<\/strong><\/p>\n\n\n\n Teachers create a \u201cpencil draft\u201d of the Course Organizer Routine (see figures 1 and 2) to select the critical concepts and learner-owned strategies or routines that are the most worthwhile to focus on with students in the coming year.\u00a0<\/p>\n\n\n\n At the start of the year, teachers use the notes they made in their pencil draft to co-construct a Course Organizer with<\/em> students, teach the beginning-of-year routines, and build students\u2019 ability to focus on big ideas and assess their own understanding.<\/p>\n\n\n\n The Course Organizer Routine Helps New Teachers<\/strong><\/p>\n\n\n\n Many new teachers have taken non-traditional paths to our schools; adults, like children, need mental models to anchor new information. Our newest teachers may not have accurate models but instead recall how they were taught as students. They will need coaching in reviewing the tested and written curriculum to unpack the standards, identify the critical ideas, conduct task analysis, and anticipate student responses and misconceptions (Virginia Department of Education, 2026).<\/p>\n\n\n\n The Course Organizer provides part of this answer using evidence-based methods to help teachers\u2014 regardless of experience level\u2014be more effective in using high-leverage practices for inclusive education and building student independence and agency.<\/p>\n\n\n\n Coaches and leaders are able to refer to the Course Organizer during regular course-alike (e.g., English or Algebra) planning meetings to ensure a guaranteed (every teacher does it) and viable (within the time available) curriculum that:<\/p>\n\n\n\n For more information on how to get started, see the Resources section below.<\/p>\n\n\n\n Resources<\/p>\n\n\n\n References<\/p>\n\n\n\n Aceves, T. & Kennedy, M. (2024). High-leverage practices for students with disabilities, 2nd ed.<\/em> Council for Exceptional Children and CEEDAR Center.<\/p>\n\n\n\n Deshler, D., & Lenz, K. (2004). Teaching content to all: Evidence-based inclusive practices in middle and secondary schools.<\/em> Pearson. <\/p>\n\n\n\n Hattie, J. (2023). Visible learning: The sequel<\/em>. Routledge. <\/p>\n\n\n\n Lenz, K., Schumaker, J., Deshler, D., & Bulgren, J. (1998). The course organizer routine.<\/em> University of Kansas Center for Research on Learning. Virginia Department of Education. (2026, March 25). Preparing systemic and ongoing professional development using high quality instructional materials.<\/em> [Webinar].<\/p>\n\n\n\n For more information, contact Susanne Croasdaile (sscroasdaile@vcu.edu<\/a>), Program Specialist, T\/TAC at VCU.<\/p>\n","protected":false},"excerpt":{"rendered":" As you plan how middle and high school teachers can unpack curricula in the coming year, consider the Strategic Instruction Model (SIM) Course Organizer Routine (Lenz, Schumaker, Deshler, Bulgren, 1998). This evidence-based practice helps new and veteran teachers work efficiently as a team to unpack a curriculum in just a couple of hours\u2013a task that […]<\/p>\n","protected":false},"author":1847,"featured_media":482,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[7,6,5],"tags":[],"class_list":["post-479","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-inclusive-practices","category-math","category-reading"],"_links":{"self":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/479","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/users\/1847"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/comments?post=479"}],"version-history":[{"count":0,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/479\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/media\/482"}],"wp:attachment":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/media?parent=479"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/categories?post=479"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/tags?post=479"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}},{"id":484,"date":"2026-05-04T17:15:51","date_gmt":"2026-05-04T17:15:51","guid":{"rendered":"https:\/\/blogs.vcu.edu\/ttacinfo\/?p=484"},"modified":"2026-05-04T17:15:53","modified_gmt":"2026-05-04T17:15:53","slug":"beyond-the-screen-restoring-focus-connection-and-deep-learning-in-todays-classrooms","status":"publish","type":"post","link":"https:\/\/blogs.vcu.edu\/ttacinfo\/2026\/05\/04\/beyond-the-screen-restoring-focus-connection-and-deep-learning-in-todays-classrooms\/","title":{"rendered":"Beyond the screen: Restoring focus, connection, and deep learning in today\u2019s classrooms"},"content":{"rendered":"\n Have you noticed students who increasingly struggle to stay focused on tasks, find face\u2011to\u2011face interactions challenging, experience difficulty retaining new learning, and exhibit reduced stamina for sustained thinking? A growing body of evidence supports that the rise in the use of digital tools is reshaping students\u2019 cognitive development, attention, and social skills. Research indicates that unbalanced technology use is impacting learning and well\u2011being in schools (Degen, 2025). The 2022 Programme for International Student Assessment (PISA) revealed steep global drops in reading, math, and science scores (Degen, 2025). These declines occurred during the same period when daily screen time increased sharply, smartphone access became nearly universal, and digital tools replaced many paper\u2011based learning routines. Students who used digital devices for learning frequently performed significantly worse than peers who used them in moderation (Degen, 2025). Evidence emphasized the connection between academic decline and excessive technology use (Degen, 2025). Additionally, several studies in cognitive science and educational psychology documented that heavy digital use is associated with reduced sustained attention and declines in social skills (Carrier et al., 2015; Twenge, 2019; Odunowo, 2025; Degen, 2025). These researchers noted increases in distractibility, diminished working memory, and fewer opportunities for students to practice empathy, collaboration, and conflict resolution in real time (Carrier et al., 2015; Twenge, 2019; Odunowo, 2025; Degen, 2025).<\/p>\n\n\n\n While these findings are significant, they highlight a powerful opportunity: educators can intentionally shape learning environments to rebalance digital use with instructional practices that support healthy cognitive development and social connection. A next step to address the negative impact of overuse of digital tools is to identify practical Tier 1 strategies that help students regulate attention, engage more deeply with learning, and practice the social skills that flourish in low\u2011tech, relationship\u2011centered environments. Below are several evidence\u2011based strategies that, when incorporated into classroom routines, can support students\u2019 development of attention, cognition, and social skills.<\/p>\n\n\n\n Short Daily Print-Based Reading Routines<\/strong><\/p>\n\n\n\n Incorporate 10-15 minutes of print reading to support stronger comprehension, attention, and memory by reducing cognitive load and distraction (Clinton, 2019).<\/p>\n\n\n\n Return to Handwritten Notes<\/strong><\/p>\n\n\n\n Handwritten notes deepen processing while improving encoding and long-term retention (Clinton, 2019).<\/p>\n\n\n\n Establish Single-Task Norms<\/strong><\/p>\n\n\n\n Digital multitasking can harm attention, working memory, and task persistence. When students focus on a single task, it reduces cognitive switching costs and strengthens executive control (Rosen, 2018).<\/p>\n\n\n\n Incorporate Retrieval Practices<\/strong><\/p>\n\n\n\n Exit tickets, quick quizzes, whiteboard checks, or Think\u2011Pair\u2011Share strengthen neural pathways that support memory retention and transfer (Agarwal & Bain, 2019).<\/p>\n\n\n\n Embed Movement<\/strong><\/p>\n\n\n\n Two to three minute movement breaks (e.g., walk-and-talk or gallery walk routines) improve attention, working memory, and on-task behavior by increasing blood flow and supporting executive functioning (Daly-Smith et al, 2018).<\/p>\n\n\n\n Use Structured Discussion<\/strong><\/p>\n\n\n\n Partner talk, Socratic seminars, and collaborative problem-solving support language development, reasoning, empathy, turn-taking, active listening, collaboration, and perspective-taking. They activate the neural networks tied to reasoning and emotional regulation through social interaction (Teachers Institute, 2026).<\/p>\n\n\n\n Teach Metacognitive Routines<\/strong><\/p>\n\n\n\n Brief reflection prompts, goal-setting, and self-monitoring checklists improve planning, monitoring and self-regulation to improve attention, problem solving, and academic resilience (Fahrni et al., 2021).<\/p>\n\n\n\n Facilitate Cooperative Learning Structures<\/strong><\/p>\n\n\n\n Jigsaw, Think\u2011Pair\u2011Share, team problem\u2011solving, and role\u2011based group tasks increase belonging, build collaboration skills and strengthen social-cognitive skills (Kyndt et al., 2018).<\/p>\n\n\n\n Embed Daily SEL Practices<\/strong><\/p>\n\n\n\n Two to three minute emotional check-ins, naming emotions, identifying triggers, co-regulation, and brief empathy prompts improve self-awareness, emotional regulation, and interpersonal skills (Chiaro, 2026).<\/p>\n\n\n\n Conduct Community Circles<\/strong><\/p>\n\n\n\n Weekly structured community circles with structured prompts improve peer connection, communication and trust. They enhance belonging and reduce social isolation (Acosta et al., <\/p>\n\n\n\n 2019).<\/p>\n\n\n\n Teach Perspective Taking<\/strong><\/p>\n\n\n\n Role\u2011play, scenario analysis, and literature\u2011based discussions about character motivations and emotional inference strengthen social cognition and reduce interpersonal conflict (Okonofua et al., 2016).<\/p>\n\n\n\n Implement Digital Boundary Lessons<\/strong><\/p>\n\n\n\n Direct instruction on healthy technology habits, online communication, and self-regulation in digital spaces improves online behavior and reduces social stress (J\u00e6ger, 2021).<\/p>\n\n\n\n Technology offers powerful tools for creativity, access, and connection; however, when used without balance, technology is increasingly shown to have detrimental impacts on students\u2019 attention, cognition, and social development. Schools have the opportunity to prevent these unwanted effects by proactively adopting a more intentional, balanced approach to technology during instruction. By embedding research-supported, low-tech learning routines, educators can create learning environments that improve focus, deepen thinking, and rebuild face-to-face social skills students need to thrive.<\/p>\n\n\n\n References<\/p>\n\n\n\n Acosta, J., Chinman, M., Ebener, P., Malone, P. S., Phillips, A., & Wilks, A. (2019). Evaluation of a whole-school change intervention: Findings from a two-year cluster-randomized trial of the restorative practices intervention. Journal of Youth and Adolescence<\/em>, 48<\/em>(5), 876\u2013890. <\/a><\/p>\n\n\n\n Agarwal, P. K. & Bain, P. M. (2019). Powerful teaching: Unleash the science of learning<\/em>. Jossey\u2011Bass.<\/p>\n\n\n\n Carrier, L. M., Spradlin, A., Bunce, J. P., & Rosen, L. D. (2015). Virtual empathy: Positive and negative impacts of going online upon empathy in young adults. Computers in Human Behavior<\/em>, 52<\/em>, 39\u201348. <\/a><\/p>\n\n\n\n Chiaro, C. (2026, January 30). SEL practices to use every day. TeachHUB.<\/a> <\/p>\n\n\n\n Clinton, V. (2019). Reading from paper compared to screens: A systematic review and meta\u2010analysis. Journal of Research in Reading<\/em>, 42<\/em>(2), 288\u2013325.<\/a> <\/p>\n\n\n\n Cultivating critical thinking and collaboration through Discussion Method. Teachers Institute. (2026, March 30). <\/a><\/p>\n\n\n\n Daly-Smith AJ, Zwolinsky S, McKenna J, Tomporowski PD, Defeyter MA, Manley A. Systematic review of acute physically active learning and classroom movement breaks on children\u2019s physical activity, cognition, academic performance and classroom behaviour: understanding critical design features. BMJ Open Sport & Exercise Medicine. 2018;4:e000341. <\/a><\/p>\n\n\n\n Degen, R. J. (2025). The cognitive decline of generation Z: technological dependence, digital exposure, and the historic collapse of PISA performance. International Journal on Integrating Technology in Education (IJITE), 14<\/em>(4) <\/a><\/p>\n\n\n\n Fahrni, D., Iten, G., Prasse, D., & Hascher, T. (2025). Teachers\u2019 practices in the use of digital technology to promote students\u2019 self-regulated learning and metacognition: A systematic review. Teaching and Teacher Education<\/em>, 165<\/em>, 1-13. <\/a><\/p>\n\n\n\n J\u00e6ger, B. (2021). Digital Citizenship \u2013 a review of the academic literature. Der Moderne Staat \u2013 Zeitschrift F\u00fcr Public Policy, Recht Und Management<\/em>, 14<\/em>(1\u20132021), 24\u201342.<\/a> <\/p>\n\n\n\n Kyndt, E., Raes, E., Lismont, B., Timmers, F., Cascallar, E., & Dochy, F. (2013). A meta-analysis of the effects of face-to-face cooperative learning. Do recent studies falsify or verify earlier findings? Educational Research Review<\/em>, 10<\/em>, 133\u2013149.<\/a> <\/p>\n\n\n\n Odunowo, O. (2025). Digital overexposure and emotional development: The psychological effects of growing up online. The American Journal of Applied Sciences<\/em>, 07<\/em>(10), 67\u201377.<\/a> <\/p>\n\n\n\n Okonofua, J. A., Paunesku, D., & Walton, G. M. (2016). Brief intervention to encourage empathic discipline cuts suspension rates in half among adolescents. Proceedings of the National Academy of Sciences<\/em>, 113<\/em>(19), 5221\u20135226. <\/a> For more information, contact Whitney Jones (wlshotwell@vcu.edu<\/a>), Program Specialist, T\/TAC at VCU.<\/p>\n","protected":false},"excerpt":{"rendered":" Have you noticed students who increasingly struggle to stay focused on tasks, find face\u2011to\u2011face interactions challenging, experience difficulty retaining new learning, and exhibit reduced stamina for sustained thinking? A growing body of evidence supports that the rise in the use of digital tools is reshaping students\u2019 cognitive development, attention, and social skills. Research indicates that […]<\/p>\n","protected":false},"author":1847,"featured_media":480,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[9,7],"tags":[],"class_list":["post-484","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-behavior","category-inclusive-practices"],"_links":{"self":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/484","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/users\/1847"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/comments?post=484"}],"version-history":[{"count":0,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/484\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/media\/480"}],"wp:attachment":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/media?parent=484"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/categories?post=484"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/tags?post=484"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}},{"id":434,"date":"2026-04-06T16:33:00","date_gmt":"2026-04-06T16:33:00","guid":{"rendered":"https:\/\/blogs.vcu.edu\/ttacinfo\/?p=434"},"modified":"2026-04-06T16:33:02","modified_gmt":"2026-04-06T16:33:02","slug":"strategies-for-unlocking-big-words-for-older-struggling-readers","status":"publish","type":"post","link":"https:\/\/blogs.vcu.edu\/ttacinfo\/2026\/04\/06\/strategies-for-unlocking-big-words-for-older-struggling-readers\/","title":{"rendered":"Strategies for unlocking big words for older struggling readers"},"content":{"rendered":"\n Proficient readers can simultaneously decode words in a text while integrating information from those words for comprehension. Students who struggle with decoding in the early elementary years often have difficulty accessing meaning due to limited word recognition skills. As students advance beyond second grade, word-reading instruction decreases while the complexity and volume of texts increase. This raises an important instructional question: How can we help older learners with reading difficulties overcome the challenges they face with multisyllabic words in texts through teaching? This article summarizes five research-based instructional practices that support multisyllabic word reading beyond rule-based, syllable instruction. The full feature article is available at this link: Instructional Practices to Promote Multisyllabic Word Reading Fluency<\/a><\/p>\n\n\n\n Affix Learning<\/strong> <\/p>\n\n\n\n Students are explicitly taught several affixes each day using an explicit, systematic instructional sequence, including saying, reading, writing, and defining the targeted prefix or suffix. Resources such as Keys to Literacy provide lists of high-frequency affixes (e.g., 20 Most Common Prefixes Found in Frequently Used Prefixed Words<\/a>, and Common, Useful Suffixes | Keys to Literacy<\/a>).<\/p>\n\n\n\n Peel Off Reading<\/strong> <\/p>\n\n\n\n The teacher guides students to underline prefixes and\/or suffixes in a list of words. These affixes are read in isolation. Next, the teacher and students read whole words together, followed by a timed reading of this list of words. This teaching strategy aims to develop accurate and fluent word-reading skills without delving into word meaning.<\/p>\n\n\n\n Word Building Game<\/strong><\/p>\n\n\n\n Students practice combining word parts to form real and pseudo-words. Teachers preselect base words and engage students in structured activities that promote flexible manipulation of prefixes and suffixes. These games can be differentiated by including only prefixes or only suffixes.<\/p>\n\n\n\n Word Reading Fluency<\/strong><\/p>\n\n\n\n Teachers provide targeted word lists that include affixes, while leading students in group reading and timed reading routines. This activity should be well-structured and demonstrate accurate pronunciation of multi-syllable words.<\/p>\n\n\n\n Connected Text Reading<\/strong><\/p>\n\n\n\n Instruction progresses from word-level practice to reading multisyllabic words within connected text. Teachers provide scaffolded support through structured activities such as maze tasks, cloze sentences, and sentence reading. Table 2 describes sample sentence-reading tasks that can help students practice.<\/p>\n\n\n\n The research-based reading strategies in this article provide teachers with instructional practices that promote multisyllabic word recognition and fluency for older students. They can be integrated into intervention programs by choosing any combination of these practices during small-group instruction for students with learning disabilities. These practices can be integrated into intervention programs and Tier 1, Tier 2, or Tier 3 instruction to support older students as they encounter increasingly complex texts.<\/p>\n\n\n\n Reference<\/p>\n\n\n\n Toste, J. R., Williams, K. J., & Capin, P. (2016). Reading big words: Instructional practices to promote multisyllabic word reading fluency. Intervention in School and Clinic<\/em>, 52<\/em>(5), 270\u2013278. <\/a><\/p>\n\n\n\n For more information, contact Diane Lewis (dplewis@vcu.edu<\/a>), Program Specialist, T\/TAC at VCU.<\/p>\n\n\n\n <\/p>\n","protected":false},"excerpt":{"rendered":" Proficient readers can simultaneously decode words in a text while integrating information from those words for comprehension. Students who struggle with decoding in the early elementary years often have difficulty accessing meaning due to limited word recognition skills. As students advance beyond second grade, word-reading instruction decreases while the complexity and volume of texts increase. […]<\/p>\n","protected":false},"author":1847,"featured_media":436,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[7,5],"tags":[],"class_list":["post-434","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-inclusive-practices","category-reading"],"_links":{"self":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/434","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/users\/1847"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/comments?post=434"}],"version-history":[{"count":0,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/434\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/media\/436"}],"wp:attachment":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/media?parent=434"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/categories?post=434"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/tags?post=434"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}},{"id":433,"date":"2026-04-06T16:32:06","date_gmt":"2026-04-06T16:32:06","guid":{"rendered":"https:\/\/blogs.vcu.edu\/ttacinfo\/?p=433"},"modified":"2026-04-06T16:32:08","modified_gmt":"2026-04-06T16:32:08","slug":"the-power-of-play-building-connections-across-early-childhood-settings","status":"publish","type":"post","link":"https:\/\/blogs.vcu.edu\/ttacinfo\/2026\/04\/06\/the-power-of-play-building-connections-across-early-childhood-settings\/","title":{"rendered":"The power of play: Building connections across early childhood settings"},"content":{"rendered":"\n During the formative early childhood years, the classroom serves not only to teach letters and numbers but also functions as an important environment for developing essential life skills, especially social-emotional growth. One of the most effective mechanisms for fostering this growth, widely recognized in early childhood research and practice, is play. Play is not just a break from learning; it is how young children learn, explore the world, and build the critical abilities they need to navigate social interactions and manage their own emotions. This is especially true and impactful in inclusive early childhood settings that welcome and support students with differing abilities.<\/p>\n\n\n\n Play is a naturally motivating activity that allows children to explore and deepen their understanding of the world around them. In this energetic environment, they nurture important social and emotional skills. When children engage in play, they learn to share, negotiate rules, and work cooperatively toward shared objectives, laying the foundation for relationships (NAEYC, 2022). Additionally, play serves as a safe space for emotional regulation, allowing children to identify emotions such as frustration or empathy and practice coping strategies through imaginative play or peer interactions (Bredikyte & Brandisauskiene, 2023). The inherent rules of play, such as waiting for one’s turn, strengthen executive functions, including impulse control and attention.<\/p>\n\n\n\n For students with differing abilities, play is an important, non-threatening way to practice skills that may be challenging in more structured, adult-led activities. Because play is naturally adaptable, educators can tailor experiences to a child\u2019s unique developmental stage without highlighting their differences. This intrinsic motivation encourages continuous participation and practice, both of which are essential for mastery. Achieving things in play, such as solving a difficult puzzle or starting a game with a peer, enhances self-esteem and nurtures a sense of competence. Ultimately, play is a key element of social inclusion, offering opportunities for meaningful friendships to form among all children (Arda Tuncdemir, 2025).<\/p>\n\n\n\n To fully realize these benefits, educators must be purposeful and proactive in their facilitation. A purely “hands-off” approach is rarely enough; instead, a framework for supported play is required. This framework begins with environmental design, creating diverse, physically accessible centers that cater to a range of interests. Skillful observation allows teachers to intervene intentionally, perhaps by modeling social scripts or integrating individualized communication supports (NAEYC, 2020). Peer-mediated interventions, in which children are strategically paired to encourage positive interactions, foster an environment of acceptance and shared understanding. By recognizing play as the cornerstone of development, educators can create equitable spaces where every child builds the social-emotional foundations necessary for lifelong well-being.<\/p>\n\n\n\n Ultimately, play is more than a classroom activity; it\u2019s the heart of early development and a vital way to promote true equity in inclusive education. When educators focus on play-based strategies, they bridge developmental gaps and give students of all abilities the chance to build emotional resilience, self-regulation, and genuine social bonds. The key takeaway is that when play is thoughtfully designed and well-supported, the classroom becomes a warm, welcoming space where diversity is celebrated, and every child gains the social-emotional skills needed for a bright, successful future.<\/p>\n\n\n\n Resources<\/p>\n\n\n\n Division for Early Childhood. (2023). Practice improvement tools<\/em>. Early Childhood Technical Assistance Center.<\/a> https:\/\/ectacenter.org\/decrp\/<\/a><\/p>\n\n\n\n Grisham-Brown, J., Hemmeter, M. L., & Pretti-Frontczak, K. (2017). Blended practices for teaching young children in inclusive settings<\/em> (Second edition.). Brookes Publishing.<\/p>\n\n\n\n Sandall, S., & Schwartz, I. (2024). Building blocks for teaching preschoolers with special needs<\/em> (4th ed.). Paul H. Brookes Publishing (available through link to T\/TAC at VCU\u2019s library<\/a>) Arda Tuncdemir, T. B. (2025). Integrating social-emotional learning through lay: Perspective from early childhood educators. Journal of Research in Childhood Education<\/em>, 1\u201319.<\/a><\/p>\n\n\n\n Bredikyte, M., & Brandisauskiene, A. (2023). Pretend play as the space for development of self-regulation: Cultural-historical perspective. Frontiers in Psychology<\/em>, 14<\/em>, 1-11.<\/a><\/p>\n\n\n\n National Association for the Education of Young Children (NAEYC). (2020). Advancing equity in<\/em> early childhood education: A position statement<\/em>. National Association for the Education of Young Children.<\/a> <\/p>\n\n\n\n National Association for the Education of Young Children (NAEYC). (2022). Developmentally<\/em> appropriate practice in early childhood programs serving children from birth through age 8 (4thed.)<\/em>. National Association for the Education of Young Children<\/a><\/p>\n\n\n\n For more information, contact Adrienne Quarles-Smith (quarlessmiad@vcu.edu<\/a>), Program Specialist, T\/TAC at VCU.<\/p>\n","protected":false},"excerpt":{"rendered":" During the formative early childhood years, the classroom serves not only to teach letters and numbers but also functions as an important environment for developing essential life skills, especially social-emotional growth. One of the most effective mechanisms for fostering this growth, widely recognized in early childhood research and practice, is play. Play is not just […]<\/p>\n","protected":false},"author":1847,"featured_media":435,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[4],"tags":[],"class_list":["post-433","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-early-childhood-special-education"],"_links":{"self":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/433","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/users\/1847"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/comments?post=433"}],"version-history":[{"count":0,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/433\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/media\/435"}],"wp:attachment":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/media?parent=433"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/categories?post=433"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/tags?post=433"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}},{"id":418,"date":"2026-03-03T20:31:27","date_gmt":"2026-03-03T20:31:27","guid":{"rendered":"https:\/\/blogs.vcu.edu\/ttacinfo\/?p=418"},"modified":"2026-04-16T14:26:12","modified_gmt":"2026-04-16T14:26:12","slug":"working-together-how-explicit-instruction-can-fit-within-a-universal-design-for-learning-framework","status":"publish","type":"post","link":"https:\/\/blogs.vcu.edu\/ttacinfo\/2026\/03\/03\/working-together-how-explicit-instruction-can-fit-within-a-universal-design-for-learning-framework\/","title":{"rendered":"Working together:\u00a0How explicit instruction can fit within a Universal Design for Learning framework"},"content":{"rendered":"\n <\/p>\n\n\n\n Many instructional practices are recommended to support students with disabilities (SWDs), but they are often taught in isolation. In their article \u201cApproaching Explicit Instruction Within a Universal Design for Learning Framework,\u201d Foxworth et al. (2022) share how explicit instruction and universal design for learning (UDL) can work together. UDL is a framework that accounts for learner variability by providing multiple means of student engagement, representations of content\/skills, and ways to demonstrate knowledge (Foxworth et al., 2022). Explicit instruction is a method of teaching where lessons focus on \u201cscaffolded structure, with heavy teacher modeling and support to start and purposeful fading as students demonstrate proficiency\u201d (Foxworth et al., 2022, p. 269). A typical explicit instruction lesson (i.e., introduction, body, closing) can be strengthened by applying a UDL framework.<\/p>\n\n\n\n An explicit instruction lesson introduction includes gaining attention, stating the goal, verifying prerequisite skills, and establishing relevance (Foxworth et al., 2022). When gaining attention, a UDL approach to the lesson might involve visual timers and auditory cues (Foxworth et al., 2022). Stating the goal through a UDL framework could look like providing a visual and the option to translate the goal into a student\u2019s native language. Checking prerequisite skills may look like giving students the option to respond chorally and\/or through writing. Establishing relevance might entail encouraging students to generate their own ideas or personal connections with the new knowledge\/skill they are about to learn (Foxworth et al., 2022).<\/p>\n\n\n\n As the lesson moves from the introduction to the body (i.e., the new skill), it involves modeling, prompting, and checking understanding (Foxworth et al., 2022). When modeling, a UDL approach may look like providing options to enlarge visuals, examples and non-examples, text-to-speech, and translation options and supplying visual and written definitions (Foxworth et al., 2022). When prompting students, teachers may provide paper or computer-based checklists for self-regulation and accessibility features for students who need them. To check understanding, students could be provided the choice to free type, use drag and drop responses, or demonstrate understanding verbally (Foxworth et al., 2022). After the introduction and body of the lesson, the closing of an explicit instruction lesson is generally divided into a review of what was learned, a preview of what is to come, and independent work (Foxworth et al., 2022). Through a UDL lens, the review may look like reiterating the key ideas through multiple modalities (e.g., audio or visuals). Previewing the next lesson\u2019s content could be providing a variety of accessibility features, similar to modeling or prompting. Lastly, when students engage in independent work, the application of UDL could include providing a choice in how to demonstrate mastery (e.g., drawing, writing, taking photos, or recording answers; Foxworth et al., 2022).<\/p>\n\n\n\n Now that we have learned how explicit instruction and a Universal Design for Learning framework can work together, visit the VCU T\/TAC library online<\/a> to see the variety of resources available for checkout. For further exploration, check out the following links:<\/p>\n\n\n\n Resources<\/p>\n\n\n\n CAST UDL Guidelines<\/a> <\/p>\n\n\n\n High Leverage Practice 16 Explicit Instruction<\/a><\/p>\n\n\n\n Reference:<\/p>\n\n\n\n \u00a0Foxworth, L., Hashey, A., Dexter, C., Rasnitsyn, S., & Beck, R. (2022).\u00a0 Approaching explicit instruction within a universal design for learning framework. Teaching Exceptional Children<\/em>, 54<\/em>(4), 268-275.<\/a> <\/p>\n\n\n\n For more information, contact Crystal Bell (bellcr@vcu.edu<\/a>), Program Specialist, T\/TAC at VCU.<\/p>\n","protected":false},"excerpt":{"rendered":" Many instructional practices are recommended to support students with disabilities (SWDs), but they are often taught in isolation. In their article \u201cApproaching Explicit Instruction Within a Universal Design for Learning Framework,\u201d Foxworth et al. (2022) share how explicit instruction and universal design for learning (UDL) can work together. UDL is a framework that accounts for […]<\/p>\n","protected":false},"author":1847,"featured_media":432,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[7,6,5],"tags":[],"class_list":["post-418","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-inclusive-practices","category-math","category-reading"],"_links":{"self":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/418","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/users\/1847"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/comments?post=418"}],"version-history":[{"count":0,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/418\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/media\/432"}],"wp:attachment":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/media?parent=418"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/categories?post=418"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/tags?post=418"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}},{"id":421,"date":"2026-03-03T20:31:08","date_gmt":"2026-03-03T20:31:08","guid":{"rendered":"https:\/\/blogs.vcu.edu\/ttacinfo\/?p=421"},"modified":"2026-04-16T15:30:05","modified_gmt":"2026-04-16T15:30:05","slug":"turning-information-into-understanding-with-graphic-organizers","status":"publish","type":"post","link":"https:\/\/blogs.vcu.edu\/ttacinfo\/2026\/03\/03\/turning-information-into-understanding-with-graphic-organizers\/","title":{"rendered":"Turning information into understanding with graphic organizers"},"content":{"rendered":"\n In today\u2019s classrooms, students are expected to read, listen, and process new information as they work toward identified learning targets. You\u2019ve probably seen students, especially those with disabilities, struggle to understand, remember, and apply new information presented during instruction. Skills such as connecting new information to prior knowledge and identifying main ideas and supporting details can be challenging (Dexter & Hughes, 2011). One tool to support students in organizing and processing new information is a graphic organizer.<\/p>\n\n\n\n What are graphic organizers?<\/strong><\/p>\n\n\n\n A graphic organizer is a visual and spatial display that shows students how information is organized and related (Dexter et al., 2011; Marlett, n.d.; Tennessee Technical Assistance Network, n.d.). With a graphic organizer, students typically add text to shapes and\/or lines on a document. Yet, without instruction, they may not understand how the visual representations connect to what they are learning. As Dexter & Hughes (2011) explain, \u201cgraphic organizers make relationships between related facts and concepts more apparent,\u201d which facilitates understanding and retention of information (p. 52).<\/p>\n\n\n\n Why should I implement graphic organizers?<\/strong><\/p>\n\n\n\n Graphic organizers support students\u2019 learning in three ways: <\/p>\n\n\n\n Which types of graphic organizers can support my students\u2019 learning?<\/strong><\/p>\n\n\n\n A variety of graphic organizers are available to implement in your classroom. Five types of graphic organizers are available to facilitate understanding and retention of new material. <\/p>\n\n\n\n How do I teach students to use graphic organizers?<\/strong>First, consider how students will think about the content. Do they need to compare concepts? Do they need to understand the relationships between big ideas? Once you determine how students need to think about the content, select a graphic organizer to facilitate that type of thinking. For example, would a semantic feature analysis graphic organizer assist students in comparing the characteristics of four planets in the solar system? Or, would a Venn diagram serve the purpose? After choosing a graphic organizer, students need to learn how to use it. As Dexter and Hughes (2011) explain, \u201cstudents with learning disabilities need explicit instruction to understand how concepts are related, to recognize differences between main and subordinate ideas, and to put all the pieces together to make a clear picture of the content\u2026(p. 69).\u201d Providing explicit instruction<\/a> supports students with disabilities by modeling, practicing, and providing feedback that helps them reach their learning goals. <\/p>\n\n\n\n Graphic organizers help students organize information and deepen their understanding. When we provide these structured visual aids and explicitly teach how to use them, students engage with content in a more meaningful way. Learning to use graphic organizers supports their long-term success. As you plan an upcoming lesson, consider incorporating a graphic organizer and see how it supports your students. <\/p>\n\n\n\n References<\/p>\n\n\n\n Dexter, D. D. & Hughes, C. A. (2011). Graphic organizers and students with learning disabilities: A meta-analysis. Learning Disability Quarterly, 34<\/em>(1), 51-72. <\/p>\n\n\n\n Dexter, D. D., Park, Y. J., & Hughes, C. A. (2011). A meta-analytic review of graphic organizers and science instruction for adolescents with learning disabilities: Implications for intermediate and secondary science classroom. Learning Disabilities Research & Practice, 26<\/em>(4), 204-213.<\/p>\n\n\n\n Hunsberger, B. (2013). Making connections through graphic organizers<\/em>. TeachBeyond. <\/a><\/p>\n\n\n\n Marlett, D. (n.d.). Facilitating learning with a graphic organizer instructional strategy. Learning-Focused<\/em>. <\/a>\u00a0<\/p>\n\n\n\n
For more information, contact Kayla Malaney (malaneyk@vcu.edu<\/a>), Program Specialist, T\/TAC at VCU.<\/p>\n","protected":false},"excerpt":{"rendered":"\n
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Twenge, J. M. (2019). More Time on Technology, Less Happiness? Associations Between Digital-Media Use and Psychological Well-Being. Current Directions in Psychological Science<\/em>, 28<\/em>(4), 372-379. <\/a><\/p>\n\n\n\n
Webinar:\u00a0 Not Just Cute: How Powerful Play Drives Development in Early Childhood, with author Amanda Morgan<\/a><\/p>\n\n\n\nReferences<\/h3>\n\n\n\n
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