From Reading and Other Learning Disabilities
A Blog by Dr. Gary G. Brannigan & Dr. Howard Margolis
How to Reach Your Young Child Through 4 Sense Keys
A Guest Post by Nancy Cloyd
President, Literacy for Tykes
http://LiteracyForTykes.blogspot.com
Who is your child? You can know your child better than anyone else. You have a special place in his heart. He wants your attention. Can you reach him?
There are Sense Keys you can use to open up his response: Sight, Sound, Touch, and Doing. After his basic needs of food and rest are met, He discovers everything through these senses. Read more...
at-risk readers, at-risk students, beginning reading, books, Dyslexia, dyslexic, dyslexics, emergent literacy, Learning Disabilities, learning disability, Parenting, pre-school, preschool, Reading Disabilities, reading disability, Reading Materials, reading problem, reading problems, self-efficacy, self-esteem, strengthening resiliency, struggling reader, Struggling Readers, young children
From Reading and Other Learning Disabilities
A Blog by Dr. Gary G. Brannigan & Dr. Howard Margolis
Reading Fluency: Part II – Helping Daniel
A Guest Post by
Lorraine Griffith, M.A.Ed
www.singreadlearn.com
West Buncombe Elementary School, Asheville NC 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.
Dyslexia, dyslexic, dyslexics, fluency, intervention, Learning Disabilities, learning disability, oral reading, paired reading, Parenting, Reading Disabilities, reading disability, reading intervention, Reading Materials, reading method, reading problem, reading problems, reading remediation, remedial reading, remediation, struggling reader, Struggling Readers, tutoring, word recognition
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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Guest Post by Francesca Lopez, Ph.D.
Assistant Professor
Marquette University
francesca.lopez@marquette.edu
We all know that reading is one of the most important skills our children need to be successful. We are familiar with how reading to our children prepares them to love to read, and how a love of reading prepares children for academic success in the long term. But what if a child has reading difficulties? How can we as parents ensure a love of reading when reading is difficult for our child?
Read more...
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Parents and teachers who want to study a well-organized, well-written, well-researched book on reading disabilities should take a serious look at Thomas G. Gunning’s Assessing and Correcting Reading and Writing Difficulties. Every chapter of Dr. Gunning’s book deals with an important topic that can drastically affect the success—and the failure—of children with reading disabilities. Although the book is written primarily for graduate students in reading or reading disabilities programs and for teachers, it offers great value to parents who need to advocate for their child with reading disabilities. By understanding its contents (as well as that in our book, Reading Disabilities: Beating the Odds), parents can more fully understand what a reading evaluation should look like, what good instruction involves, what their child’s Individualized Education Program (IEP) should include. Read more...
collaboration, Dyslexia, dyslexic, dyslexics, instructional level, intelligence, intelligence tests, labeling, Learning Disabilities, learning disability, Monitoring, monitoring of reading, Reading Disabilities, reading disability, reading evaluation, reading intervention, reading problem, reading problems, reading remediation, reading specialist, remediation, struggling reader, Struggling Readers, vocabulary, vocabulary development
As you ride through town, you see words, words everywhere. Environmental print, as it is called, occurs in public places like restaurants, stores, on billboards along interstates and along streets throughout town, and in many other places. Most of us regularly traverse the same route; therefore, the environmental print which we encounter presents ideal opportunities to help children learn to read. Below are some ways in which parents can utilize this abundant and free reading material to encourage their child to begin to read or to become a better reader. Read more...
environmental print, environmental words, sight words, young children
