Reading & Other Learning Disabilities

From Reading & Other Learning Disabilities

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

To listen to Dr. Selznick’s podcast on helping the Shut-Down Learner, go to

http://itunes.apple.com/us/podcast/special-needs-talk-radio-blog/id463238657#

Or go to

http://www.blogtalkradio.com/specialneedstalkradio/2011/09/27/maximizing-your-childs-potential

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The Special Needs Talk Radio Network: It’s On The Air

The new Special Needs Talk Radio network (http://specialneedstalkradio.com/) is on the air. Each of its six shows is dedicated to improving the lives of children and youth with special needs and their families.

Dr. Gary G. Brannigan and I host Maximizing Your Child’s Potential (Mondays, 9 PM – 9:30 PM EST, http://specialneedstalkradio.com/maximizing-your-childs-potential).  Read more...

From Reading & Other Learning Disabilities
A Blog by Dr. Gary G. Brannigan and Dr. Howard Margolis

To help you help your child improve his memory, our last three tips discussed meaning, repetition, discussion, elaboration, interest, and focus of attention. Our last tip will deal with history, novelty, importance, and list a few more factors over which you have some control.  Read more...

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.  Read more...

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...

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...

I shudder to think what will happen to the poorer children in one of New Jersey’s afterschool programs I evaluated a few weeks ago. I shudder to think what will happen to their families Why? Today’s headline read: N.J. affordable afterschool centers are threatened by Gov. Christie’s budget cuts (retrieved 2/17/2010, from http://www.nj.com/education/).  Read more...

This question—how can I help my child at home?—plagues many parents. When the McCormick’s tried to teach Ryan to sound-out words and answer questions about what he read, he snapped at them, pushed the book across the table, and threw a temper tantrum. When the Asher’s tried the same with Wilson, he sobbed.

If you typically find yourself in a one of these situations, where your child resists your help with reading, or he just can’t do it, what should you do?  What guiding principles should you follow?

The three guiding principles are straightforward:  Read more...

• Focus on activities he enjoys.

In Part 1 of 2, we discussed five ways to minimize feelings of intimidation. We recommend that you take all or some of these steps well before the IEP meeting:  Read more...

• Study the Individuals with Disabilities Education Improvement Act of 2004 (IDEA-2004), especially the sections that explain the requirements for IEPs and IEP meetings.
• Send the IEP Team any new information you have that identifies your child’s needs.
• Examine your child’s school records.
• Meet with a private expert to review all reports about your child and a copy of his school records.

Part 1 of 2

Even if the members of your child’s Individualized Education Program (IEP) Team are extraordinarily kind, caring, and courteous, you might find them intimidating. After all, they know the rules, the language, and the system far better than you. This is their umpteenth IEP meeting, only your second. And even if they simplify their language, you may still find it mysterious, complex, and fast-paced. What’s a WISC-IV and a Woodcock-Johnson? What do they look like? How does memory for digits relate to word identification? What’s the difference between a norm-referenced test and an informal reading inventory? Why is this even important?  Read more...

Often, the daily, frustrating, distressing slog of trying to read causes children with reading disabilities to quit. After months, even years, of struggle and failure, many of them see no reason to keep trying-reading is just too difficult. From their perspective, quitting is rational: Why struggle, why be embarrassed when success is impossible? As you might expect, these feelings frequently drench many if not all areas of their lives.

If this is true of your child, what can you and your child’s teacher do to strengthen his motivation to read? What can the two of you do to strengthen his persistence for learning to read, to strengthen his resilience in the face of ongoing adversity?  Read more...