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Reading Comprehension: Building Connections
Too often text comprehension is reduced to answering questions after reading or listening. Often, this involves answering questions about information that was explicitly stated in the text. However, true comprehension […]
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Why Minimizing Text Complexity Matters
For many students with intellectual and developmental disabilities, language and curriculum materials can be a barrier rather than a bridge to learning. […]
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Making Texts Work for All Learners
Jordan is a sixteen-year-old student. He is witty and friendly, and he makes his classmates (and his teacher, despite herself) laugh constantly. His teacher and […]
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Rethinking Text Simplification: What Works- and What Doesn’t- for Students with IDD
When students have intellectual and developmental disabilities (IDD), accessing the general education curriculum can be a major challenge. Educators often try to simplify texts to make them […]
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What Does “Minimizing Text Complexity” Really Mean for Inclusive Literacy Instruction?
If you’ve supported students with extensive support needs—whether as a teacher, therapist, or family member—you’ve likely come across terms like “simplifying text” or “easy text.” These ideas often […]