There are still many unanswered questions about learning and attention challenges.
Our model of self-regulation is unique in its scope and application to learning. Our five-component model is leveraged through low-lift strategies and assessed by key indicators adapted to meet the individualized needs of students.
Research can improve teaching and learning, but only if evidence-based practices find their way to the classroom. We are working on ways to bridge the research to practice gap and improve outcomes for students.
Early detection allows us to provide support sooner, before challenges become too great. We are developing a suite of tools designed to detect learning challenges as early as possible – so we can provide young students the instruction they need to be successful.
Current Projects
Self-regulated Learning Project
We are developing screening and formative measures that assess a student’s daily self-regulation status and that measure changes in self-regulation over time. With these tools, teachers can become more aware of their students’ needs to create safe, positive, and responsive systems in their classroom.
Every Child Ready to Learn
The Every Child Ready to Learn project seeks to improve early literacy outcomes for children in preschool through third grade. Working in seven districts in Idaho, we are providing professional development and training to teachers to build their capacity to implement evidence-based reading instruction in the classroom.
Early ID Project
Project Early ID is focused on creating a set of early detection tools to reliably identify children at-risk for learning and attention challenges. Our current focus is on developing an online, non-language based phonological processing screening tool.
Our unique partnership
Lee Pesky Learning Center’s research agenda is supported by our unique partnership with the College of Education at Boise State University. By partnering with leading researchers, providing opportunities for graduate students, and creating internship opportunities for teacher candidates, we are working together to create pathways to learning.
