From Reading & Other Learning Disabilities
A Blog by Dr. Gary G. Brannigan and Dr. Howard Margolis
Many parents of children with Attention Deficit Hyperactivity Disorder (ADHD) ask if their children’s ADHD will continue through adolescence. Usually, it will. They then ask if their children will have special needs. Below is what the National Institute of Mental Health (NIMH) says.
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The reading goals of struggling readers should emphasize only what they must learn to make meaningful, important progress. Having only a few important reading goals that must be emphasized during reading and related instruction increases the odds that teachers will devote an adequate amount of instructional time to overcoming the struggling reader’s specific reading difficulties. Too many goals lead to diluted, unfocused instruction.
Several months ago, The New York Times published a blog by Will Okun, a Chicago high-school teacher who was worried about Etta, a conscientious, enthusiastic, hard working student whom he might have to fail. His blog was touching, perceptive, and troubling. It dealt with an all-too-common dilemma that affects struggling readers and their teachers. He wrote:
When comprehensively evaluating the reading of children with reading disabilities, many evaluators limit their evaluations to reading tests and perhaps a quick, superficial observation of the child in class. They fail to supplement testing with a structured analysis of the reader’s learning environment and the teacher’s instructional practices. As two leading university professors, Marjorie Lipson and Karen Wixson, concluded, understanding the struggling reader’s instructional environment is often key to remedying her problems:
