From Reading & Other Learning Disabilities
A Blog by Dr. Gary G. Brannigan and Dr. Howard Margolis
Often, children with reading disabilities spend so much time and mental energy trying to decode words that they pay little attention to the meaning of what they’re reading. This is a strong indication that for them the material is too difficult. If teachers regularly give children with reading disabilities such frustrating materials, these children may learn that reading has only two purposes: to sound out words and to hurry and finish. Reading is not about meaning, understanding, or enjoyment. Read more...
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Shortly after meeting me, parents often ask, “What program and services does my child need to overcome his reading disabilities?” They’re surprised when I say, “I don’t know enough about your child and his problems. Tell me more. Exactly what problems does he have? With what components of reading does he struggle? What can’t he do?” My response often surprises and disappoints them. Here’s my explanation.
A Reading Evaluation Needs to Pinpoint the Problem: The Five Areas of Reading
To be effective, programs that aim to improve the reading of children with reading disabilities need to focus on the child’s specific difficulties. Identifying those difficulties requires an evaluation from a reading specialist. Read more...
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