A Guest Post by
Katie Stover, Doctoral Candidate
Karen Wood, Professor
University of North Carolina Charlotte
Academic difficulties are only one of the many challenges that struggling readers face daily. According to Dunston and Gambrell (2009), “In addition to changes in reading motivation … some students begin to lose self-confidence, become anxious about school and engage in activities that inhibit rather than facilitate literacy learning.” In other words, lack of success in reading can create emotional social and emotional problems. Read more...
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Help Launch The National “Read To Kids” Campaign: Vote On the Web
In the U.S. today, a stark disparity exists between the reading abilities of low-income and higher-income children. Only 50% of low-income 4th graders read at or above the basic level according to the Department of Education’s 2007 Nation’s Report Card. The implications of the growing literacy gap extend beyond the walls of our homes and our classrooms. According to Dr. G. Reid Lyon, Chief of Child Development and Behavior at the National Institute of Health, “surveys of adolescents and young adults with criminal records indicate that at least half have reading difficulties, and in some states the size of prisons a decade in the future is predicted by fourth grade reading failure rates.” Read more...
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As a follow-up to our first post on Paired Reading, Dr. Topping suggested that interested professionals, education majors, and parents visit his university website to get free resources about Paired Reading: http://www.dundee.ac.uk/eswce/research/projects/trwresources/
Once on the site, click Paired Reading . You’ll also see valuable resources about Writing, Spelling, and Thinking. You can download most of these resources.
Visiting the site and studying the materials will give you information that may help you make better decisions for children who struggle with reading.
Howard Margolis © Reading2008 & Beyond www.reading2008.com
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Parents of children with reading disabilities often ask, “How can I teach my child to read?”
I often respond with three suggestions: Read more...
- Don’t try to teach him anything new if it’s likely to cause friction, or fighting, or excessive anxiety.
- Read to him daily. Make sure it’s something he likes, and then, if he wants, and only if he wants, have him read it silently or read a sentence or more back to you. Don’t pressure him to read aloud. If he has trouble with a word, tell it to him.
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In a previous post we argued that it’s “A Tough Time For Children And Adults With Disabilities.” Politicians are cutting critical services, using budget shortfalls as the excuse, when in many cases the underlying motivation is encased in political philosophy, opportunism, and the belief that people with disabilities and their families won’t or can’t effectively challenge the cuts. We recommended several action steps.
Action Steps
We suggested that people who care about children, youth, and adults with disabilities, any kind, should: Read more...
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The RAVE-O Program
Guest Post
by
Melissa Orkin, M.A.
Clinical Fellow
Center for Reading and Language Research, Tufts University
As a Clinical Fellow at the Center for Reading and Language Research (CRLR) at Tufts University, I regularly speak with parents who are frustrated with the development of their child’s reading skills. Many of the families have children who have been diagnosed with reading disabilities yet others have found that although their children can adequately sound out words, they are struggling with fluency and comprehension. Read more...
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Reading Fluency: Part I
A Guest Post by
Timothy Rasinski, Ph.D.
Professor, Kent State University
A recent survey of “What’s Hot and What’s Not” in Reading found that reading fluency is no longer a hot topic and that it should not be hot. As a person who has written widely about reading fluency and have done a fair amount of research into fluency, I found this a bit disturbing. From my work in the Kent State University Reading Clinic, I know that many children who experience significant difficulty in reading have problems in fluency. When appropriate fluency instruction is provided, overall reading achievement improves, sometimes dramatically. Read more...
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We strongly encourage you to support Everybody Wins USA’s effort to help kids read by reading to them. You can do this by voting for Everybody Wins USA’s National “Read To Kids” Campaign. To vote, which takes only a few seconds, go to
http://www.change.org/ideas/view/launch_a_national_read_to_kids_campaign.
To learn more about the Campaign, read the description below. Thanks. Read more...
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As expected, I was attacked for my written support of afterschool programs. I was called someone in the “edutocracy” with a “vested interest.” Parents and other advocates for children should expect to be attacked, not by all people, but by some. When attacked, ask yourself: How can this attack help me make my point? Who is my real audience? Is it the attacker or people who will focus on the merits of arguments? Usually it’s the latter. Here’s my response to the attack on my motivation:
February 19, 2010, 2:12PM Read more...
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Hello All,
Today I posted a comment on www.nj.com (http://www.nj.com/news/index.ssf/2010/02/affordable_after-school_care_n/1607/comments-newest.html). You can find it below.
I wrote my comment to counter the many hate-inspired, loathing comments I read that were directed at poor kids, kids with disabilities, and their families. My hope is that these hate-inspired comments represent a minority. My fear is that the minority will win–as it often does–when people who care about kids remain silent. What’s important is that people who want to save afterschool programs speak out, to counter hateful and biased comments. Read more...
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