From Reading & Other Learning Disabilities
A Blog by Dr. Gary G. Brannigan and Dr. Howard Margolis
One simple way to motivate reluctant readers is to give them choices—acceptable to teachers—about what they read, where they read, when they read, with whom they discuss their reading, and what follow-up assignments they prefer. This statement is not armchair conjecture; it’s the result of clinical experience and research. In summarizing the research, John Guthrie and Nicole Humenick (2004) noted that “a substantial body of experimental evidence undergirds … beliefs about the power of choice to increase intrinsic motivations for reading” (p. 340). As such, choice should be built into the Individualized Education Programs (IEPs) of all readers. Read more...
choice, IEP, IEPs, Motivation, motivation problems, reading, reluctant readers
From Reading & Other Learning Disabilities
A Blog by Dr. Gary G. Brannigan and Dr. Howard Margolis
Parents of children in special education often ask, “How can I get the training I need to help my child at home?” As we discussed in our post of November 14th, Getting Counseling and Training to Help You Help Your Child (http://www.reading2008.com/blog/getting-counseling-training-to-help-you-help-your-child.htm), training to understand your child’s special needs and to support your child’s Individualized Education Program (IEP) is a related service.
If the school’s IEP Team members say “No. It’s not what we do, it’s not required by law,” we suggest that you show them what the federal rules and regulations about special education say: Read more...
Advocacy, Dyslexia, dyslexic, dyslexics, homework, IDEIA, IEP, IEP Team, Individuals with Disabilities Education Improvement Act of 2004, intervention, Learning Disabilities, learning disability, parent counseling, parent training, Parenting, Reading Disabilities, reading disability, reading intervention, reading problem, reading problems, related service, strengthening resiliency, struggling reader, Struggling Readers, tutoring
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
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
From Reading & Other Learning Disabilities
A Blog by Dr. Gary G. Brannigan and Dr. Howard Margolis
Parents often ask me, “When should I speak to a special education attorney?” For an answer, I turned to Jayne Wesler, an attorney with Sussan & Greenwald, a Cranbury, NJ law firm with an outstanding reputation for integrity, fairness, and effectiveness. Below is Mrs. Wesler’s response. – Howard Margolis
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When To Contact A Special Education Attorney
Jayne Wesler, Esq. Read more...
attorney, Dyslexia, dyslexic, dyslexics, FAPE, free appropriate public education, IDEA, IEP, Individualized Education Program, Individuals with Disabilities Education Improvement Act, lawyer, Learning Disabilities, learning disability, Reading Disabilities, reading disability, reading problem, reading problems, special education attorney, special education lawyer, 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
In our previous post on reading disabilities and other learning disabilities, we said that we would soon give you links to Paired Reading, Read-Alouds, and homework support. Below are the links. We hope they help. (If, by some chance, the links don’t work on your computer, just paste the link into your browser’s addresses bar.)
In our next post, we’ll discuss how you can make homework policy and goals part of your child’s IEP.
Howard Margolis, Ed.D. © Reading2008 & Beyond www.reading2008.com Read more...
Dyslexia, dyslexic, dyslexics, homework, IEP, IEPs, intervention, Learning Disabilities, learning disability, Parenting, read-alouds, reading aloud, Reading Disabilities, reading disability, reading intervention, reading problem, reading problems, reading remediation, reading to children, resilience, Resiliency, strengthening resiliency, struggling reader, Struggling Readers
From Reading & Other Learning Disabilities
A Blog by Dr. Gary G. Brannigan and Dr. Howard Margolis
If you’re a parent of a child in special education, you have to ensure that his Individualized Education Program (IEP) meets all his educational needs. Ideally, you’ll work cooperatively with the school people on his IEP Team to develop his IEP. But what if you disagree with them or believe they don’t care about helping your child? If you’re like some parents, you’ll anger quickly; in intense emotional outbursts, you might let them know they “don’t know anything,” “don’t give a damn,” “will sacrifice children to save money.” Read more...
anger, conflict, conflict management, due process, Dyslexia, dyslexic, dyslexics, IEP, IEP meeting, Learning Disabilities, learning disability, Parenting, Reading Disabilities, reading disability, reading problem, reading problems, struggling reader, Struggling Readers
From Reading & Other Learning Disabilities
A Blog by Dr. Gary G. Brannigan and Dr. Howard Margolis
Last week, we discussed five evaluation and IEP traps that often harm children with reading disabilities. Today, we’ll discuss five more.
Agree or Disagree: It’s fair to ask a school to measure a child’s progress once or twice a year, but asking a school to objectively measure progress weekly is simply asking too much. It’s “overkill.” Read more...
Advocacy, Dyslexia, dyslexic, dyslexics, evaluation, evaluations, IDEA, IDEIA, IEP, IEPs, Individualized Education Program, Individuals with Disabilities Education Improvement Act, Individuals with Disabilities Education Improvement Act of 2004, intervention, Learning Disabilities, learning disability, Parenting, Reading Disabilities, reading disability, reading intervention, reading problem, reading problems, reading remediation, remedial reading, remediation, Special Education, struggling reader, Struggling Readers
