News Desk (LDNews February 2006)

NCLD Launches New Web Site
Welcome to NCLD’s newly designed LD.org! Offering better site navigation, enhanced content and a crisper, sharper look and feel, the re-launch took place the first weekend in February. All of NCLD's online content now resides under a single umbrella, making it easier for you to find the best and most up-to-date information about LD and related issues. As a result of feedback from our readers, we have added many new features, including Voices of LD. And more is on the way!

For more information, go to: www.LD.org

LD Talk Features Nancy Hennessy
NCLD's February LDTalk was with Nancy Hennessy on "Reading for Meaning: Helping Students Become Successful Readers."

To read the transcript, click here.

New Review of Student Progress Monitoring Tools
In 2004, thirteen commercially available student progress monitoring tools were submitted to the National Center on Student Progress Monitoring for the TRC review. In 2005, four new tools were submitted for TRC review and two previously reviewed tools provided new information. A new chart that reflects the results of these two annual reviews is now available on the National Center on Student Progress Monitoring Web site.

For more information, go to: http://www.studentprogress.org/chart/chart.asp

Tech-Saavy Students Driving Change in Classroom Instruction
A recent survey of educators found that students who excel in the use of information and communications technology (ICT) are driving change in classroom instruction. According to the survey, these tech-saavy students, labeled "power users," have a growing influence over what and how lessons are being taught.

For more information, go to: http://www.eschoolnews.com/news/showStory.cfm?ArticleID=6087

Pre-K Attendance Improves Early Language and Math Skills
A recently released NIEER study finds children in quality pre-kindergarten programs make stronger gains in the areas of language and early math skills than children not enrolled in pre-kindergarten programs.  The study also highlights that these gains are made regardless of ethnic background or family income levels.

For more information, go to:  http://www.getreadytoread.org/content/view/206/464/

NIMH Call for Public Reviewers
NIMH is seeking individuals interested in serving as public participant reviewers of research grant applications. Individuals selected to serve as public reviewers typically have had some involvement with mental health care as consumers, family members, mental health professionals, members of advocacy groups or educators. Expressions of interest will be accepted until May 1, 2006. 

For more information, go to: http://www.nimh.nih.gov/grants/publicreviewersletter.cfm

New Professional Society Links Research and Educational Effectiveness
A group of scholars last week announced the formation of a federally backed professional society that will focus solely on advancing scientifically rigorous studies in education. The new professional organization, named the Society for Research on Educational Effectiveness, has been established to help support a growing community of researchers committed to examining cause-and-effect relations important for educational practice.

For more information, go to: http://www.sree-net.org/

Economic Argument for Investing in Young Children
Children of the Code recently interviewed Arthur Rolnick, a top official with the Federal Reserve Bank, about the benefit of investing in the education of the nation’s young children.

For more information, click here.

Study Finds Strong Link Between Challenging Studies and Degree Completion
Completing academically challenging course work in high school dramatically increases the likelihood of a student earning a bachelor’s degree, according to a recently released study by the U.S. Department of Education.  The study, The Toolbox Revisited:  Paths to Degree Completion From High School Through College, found that the academic intensity of a high school curriculum is the strongest indicator of postsecondary degree completion, regardless of a student’s major course of study.

For more information, go to:
http://www.ed.gov/rschstat/research/pubs/toolboxrevisit/index.html