Reading & Other Learning Disabilities

From Reading & Other Learning Disabilities

A Blog by Dr. Gary G. Brannigan and Dr. Howard Margolis

In September, many parents will again realize that their children will struggle with reading. Their concerns may well be aggravated by the knowledge that their children face enormous frustration if they don’t become competent readers by the end of third grade. Children who struggle with reading in fourth grade tend to struggle throughout high school, increasing the likelihood that they’ll drop out.

If your child struggles with reading, you need to assess the situation—now. You need to answer questions like those below. This may be complicated. It may involve making formal, written requests of the school, getting private evaluations, hiring an advocate who knows a great deal about education laws and reading, meeting with teachers, observing your child’s program. However, not answering questions like these will make your life far more complicated and may well diminish your child’s chances for a high quality life.

1. Has a state-certified reading specialist (not a learning consultant) assessed your child with informal reading inventories and actual books? Has the specialist identified your child’s independent, instructional, and frustration reading and listening comprehension levels?
2. Did the reading assessment include diagnostic instruction and observations of your child in relevant classes and other learning situations?
3. Is the school instructing your child with materials in which he regularly achieves success and in which he is comfortable?
4. Does your child get extra, daily skilled reading instruction from a reading specialist that is carefully coordinated with the reading instruction he receives in his regular or special education classes?
5. Do your child’s teachers demonstrate enthusiasm about teaching him to learn to read and write?
6. Do your child’s teachers systematically follow a plan to sustain or improve high levels of motivation for reading and writing? Do they help your child link effort to achievement?
7. Does your child’s teachers systematically follow a plan to increase your child’s confidence about his ability to read and write?
8. Are reading and writing taught in carefully coordinated ways several times a week?
9. Are daily records kept of your child’s progress and is his program quickly modified if he experiences difficulty for more than 3 days in any 5 day period?
10. Does your child get knowledgeable, skilled, in-class support to help with reading and writing problems? Is this support delivered in a non-stigmatizing fashion?
11. Each day, does your child get numerous opportunities to read and discuss materials he finds interesting?
12. Is your child’s program balanced, so that all his reading and writing needs are addressed? This may include needs in word recognition, word analysis, fluency, vocabulary development, reading comprehension, study skills, homework, written composition, and listening comprehension?
13. Have you and the school agreed on a homework program that’s likely to help your child succeed rather than frustrate him?
14. Is your child likely to make more than a year’s growth in reading and writing for each year of remedial or extra instruction?
15. Has the school taught you how to help your child improve his reading and writing abilities, in ways that avoid conflict and enhance his confidence?

Many more such questions, along with guidance, are found in our book, Reading Disabilities: Beating the Odds (www.reading2008.com).

Howard Margolis, Ed.D. (c) Reading2008 & Beyond (www.reading2008.com)