From Reading & Other Learning Disabilities
A Blog by Dr. Gary G. Brannigan and Dr. Howard Margolis
Stephen M. Lange, Ph.D., Psychologist
Pine Ridge, SD
Perhaps you had this experience: You approached your child’s school about your kindergarten age child, expressing concern that he or she may have a learning disability. While sympathetic, your school’s psychologist, reading specialist, or other diagnostic expert responded that learning disabilities cannot be diagnosed until a child has been unable to succeed academically despite conscientious instruction. Several years later, you attended a meeting with your school’s multi-disciplinary team who explained that your child indeed does have a learning disability. Your emotions felt chaotic – a mixture of relief, worry, sorrow – and perhaps frustration or even anger that years had passed since you recognized that your child’s development was not typical, but rather different from his peers in subtle yet important ways. Read more...
child find, disabilities, Dyslexia, dyslexic, dyslexics, early intervention, early language, identification, identification of learning disabilities, intervention, language, Learning Disabilities, learning disability, Parenting, pre-school, preschool, preschool intervention, preventing learning disabilities, Reading Disabilities, reading disability, reading problem, reading problems, resilience, Resiliency, strengthening resiliency, struggling reader, Struggling Readers
The earlier you identify your child’s reading problems, the earlier you get him the right kinds of services, the greater his likelihood of success. The lesson: Don’t wait.
It is critical to identify reading problems early so that appropriate intervention can begin. The facts speak for themselves: It takes four times as long to improve the skills of a struggling reader in the fourth grade as it does between mid-kindergarten and first grade. In other words, it takes two hours of intervention per day in the fourth grade to have the same impact as 30 minutes per day in first grade…. About 80 percent of students with learning disabilities have reading problems. (Spinelli, 2006, p. 220) Read more...
Dyslexia, dyslexic, dyslexics, early identification, emotional distress, emotional issues, identification, intervention, Learning Disabilities, learning disability, Parenting, programs, Reading Disabilities, reading disability, reading intervention, Reading Materials, reading problem, reading problems, Reading Programs, reading remediation, remedial reading, remediation, resilience, Resiliency, self-efficacy, self-esteem, strengthening resiliency, struggling reader, Struggling Readers
