In 1965, N. Dale Bryant, one of the great pioneers in helping children overcome dyslexia, explained why children with reading disabilities should read materials that are easy, not hard for them. Below are two quotes from Bryant that explain why a target of 80% word recognition accuracy, found in many goals and objectives, will impede the progress of struggling readers; why quickly and accurately recognizing only 80% of words will frustrate them; why quickly and accurately recognizing 95-98% of words in paragraphs is a common and much-needed standard for matching readers to instructional level materials, the level of materials that teachers should typically use when teaching word recognition; why quickly and accurately recognizing 99% of words in paragraphs is a common and much-needed standard for matching readers to independent level materials, materials children read by themselves, without any help; and why 90% or less word recognition accuracy is a common standard for frustration level materials, the level to avoid. Let me repeat: the level to avoid. Here are the quotes: Read more...
Dyslexia, dyslexic, dyslexics, frustration, frustration level, IEP, Individualized Education Program, Learning Disabilities, learning disability, Reading Disabilities, reading disability, reading intervention, reading levels, Reading Materials, reading problem, reading problems, reading remediation, remedial reading, remediation, struggling reader, Struggling Readers
From Reading & Other Learning Disabilities
A Blog by Dr. Gary G. Brannigan and Dr. Howard Margolis
Despite the legal requirement that each child in special education have an Individualized Educational Program (IEP) with a Present Levels section (“present levels of academic achievement and functional performance”) that’s complete, up-to-date, and sufficient to develop meaningful and measurable goals (and in some cases, objectives), parents often complain that the school members of the IEP Team refuse to create such a Present Levels section. They complain that school members rush through the section or stonewall them by refusing to provide information that’s current, valid, and functional. All they get are standardized test scores from achievement test batteries like the Wechsler Individual Achievement Test or the Woodcock Johnson Psychoeducational Battery. (Such scores are insufficient to develop quality goals and objectives.) Read more...
Advocacy, Dyslexia, dyslexic, dyslexics, evaluations, frustration, frustration level, IEP, Individualized Educational Program, intervention, Learning Disabilities, learning disability, Present Levels, present levels of academic achievement and functional performance, Reading Disabilities, reading disability, reading intervention, reading levels, reading problem, reading problems, reading remediation, remedial reading, remediation, struggling reader, Struggling Readers
From Reading & Other Learning Disabilities
A Blog by Dr. Gary G. Brannigan and Dr. Howard Margolis
Hi — Lori Lite offers many wonderful ideas for helping children to relax. Below is one of them. Of course, if your child has a history of panic or related disorders, or you think he might react adversely to relaxation exercises, check with a qualified professional before trying Lori’s ideas. In any case, it’s good to read about them. – Howard Margolis, Ed.D.
Holiday Relaxation Breathing Read more...
anxiety, diaphragmatic breathing, Dyslexia, dyslexic, dyslexics, frustration, frustration level, intervention, Learning Disabilities, learning disability, Parenting, Reading Disabilities, reading disability, reading intervention, reading levels, Reading Materials, reading problem, reading problems, reading remediation, relaxation, relaxation training, remedial reading, remediation, resilience, Resiliency, strengthening resiliency, stress, struggling reader, Struggling Readers
From Reading & Other Learning Disabilities
A Blog by Dr. Gary G. Brannigan and Dr. Howard Margolis
The Right Amount of Homework
For children who successfully finish classwork or homework without struggle, who complete their homework without tears, fights, trembling, or other forms of frustration, Dr. Harris Cooper of Duke University, one of the nation’s leading authorities on homework, offers these research-based guidelines:
A little amount of homework may help elementary school students build study habits. Homework for junior high students appears to reach the point of diminishing returns after about 90 minutes a night. For high school students, the positive line continues to climb until between 90 minutes and 2.5 hours a night, after which returns diminish. (Harris, 208, p. 21) Read more...
Dyslexia, dyslexic, dyslexics, frustration, frustration level, homework, homework policy, IEP, IEPs resiliency, Learning Disabilities, learning disability, Parenting, Reading Disabilities, reading disability, reading levels, Reading Materials, reading problem, reading problems, resilience, strengthening resiliency, struggling reader, Struggling Readers
Using IEPs to Solve Homework Problems
From Reading & Other Learning Disabilities
A Blog by Dr. Gary G. Brannigan and Dr. Howard Margolis
Homework is part of schoolwork. In many schools, teachers collect and grade it. And if students fail to submit it on time, they’re penalized. Thus, most IEPs should address homework, especially if it creates frustration for students and causes friction, fighting, and tears at home.
If homework frustrates your child, answer these questions about his ability to handle typical homework assignments: Read more...
- Without help, can he accurately explain what his assignments require him to do?
Dyslexia, dyslexic, dyslexics, frustration, frustration level, homework, homework difficulties, homework problems, IEP, IEP Team, IEP Teams, IEPs, Individualized Education Program, Learning Disabilities, learning disability, Reading Disabilities, reading disability, reading levels, Reading Materials, reading problem, reading problems, struggling reader, Struggling Readers
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...
Confidence, Dyslexia, dyslexic, dyslexics, frustration, frustration level, intertest, Learning Disabilities, learning disability, Memory, Motivation, Parenting, Reading Disabilities, reading disability, reading levels, Reading Materials, reading problem, reading problems, self-efficacy, struggling reader, Struggling Readers
Hello Everyone,
A pdf copy of my recent Keynote Session (Learning Disabilities Worldwide), Simple Ways to Help Children with Learning Disabilities, is available for download from my website: www.reading2008.com. It will be available through November. To get a copy, go to Resources, at the top of the page. At Resources, look at the list under Resources: Documents. Under Resources: Documents, download the pdf file, Simple Ways to Help Children with Learning Disabilities.
All the best,
Howard Margolis, Ed.D.
Dyslexia, dyslexic, dyslexics, frustration, frustration level, homework, intervention, keynote, Learning Disabilities, learning disability, Parenting, Reading Disabilities, reading disability, reading intervention, reading levels, Reading Materials, reading problem, reading problems, reading remediation, remedial reading, remediation, resilience, Resiliency, self-efficacy, self-esteem, simple ways, strengthening resiliency, struggling reader, Struggling Readers, study skills
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...
comprehension, cross-checking, Dyslexia, dyslexic, dyslexics, frustration, frustration level, Learning Disabilities, learning disability, reading comprehension, Reading Disabilities, reading disability, reading levels, Reading Materials, reading problem, reading problems, reading remediation, remedial reading, remediation, struggling reader, Struggling Readers
From Reading & Other Learning Disabilities
A Blog by Dr. Gary G. Brannigan and Dr. Howard Margolis
Great. The school agreed to give your child the extra reading help he needs. Every day, he’ll join a small group of children to get 45-minutes of extra reading help from a reading specialist in a special reading room.
The specialist has a great reputation; she’s knowledgeable, skilled, and kind. The children love her. And the room is great; it’s loaded with reading materials. Your child should make great progress.
He should … if. Read more...
coordinated instruction, curricular congruence, Dyslexia, dyslexic, dyslexics, frustration, frustration level, intervention, Learning Disabilities, learning disability, Monitoring, Parenting, progress monitoring, Reading Disabilities, reading disability, reading intervention, reading levels, Reading Materials, reading problem, reading problems, reading remediation, remedial reading, remediation, struggling reader, Struggling Readers
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...
Confidence, Dyslexia, dyslexic, dyslexics, frustration, frustration level, homework, intervention, Learning Disabilities, learning disability, Parenting, Reading Disabilities, reading disability, reading intervention, reading levels, Reading Materials, reading problem, reading problems, reading remediation, remedial reading, remediation, resilience, Resiliency, self-efficacy, self-esteem, strengthening resiliency, struggling reader, Struggling Readers, study skills
