From Reading & Other Learning Disabilities
A Blog by Dr. Gary G. Brannigan and Dr. Howard Margolis
Parents, teachers, administrators, and politicians often demand the best reading method. Nothing less will do. So, of the hundreds of reading methods, which is best? Read more...
Dyslexia, dyslexic, dyslexics, instruction, intervention, Learning Disabilities, learning disability, Orton-Gillingham, reading, Reading Disabilities, reading disability, reading intervention, Reading Materials, reading methods, reading problem, reading problems, Reading Recovery, reading remediation, struggling reader, Struggling Readers
From Reading & Other Learning Disabilities
A Blog by Dr. Gary G. Brannigan and Dr. Howard Margolis
In an enormously insightful book for teachers, school psychologists, and reading specialists, Jack M. Fletcher and his colleagues (2007) have identified 10 principles of instruction for students with learning disabilities (LD). These principles hold for any student who, despite quality instruction in general education classes, struggles with reading, writing, or mathematics. They can be enormously helpful for parents who want to increase the odds that their child’s IEP or remedial program remediates his problems. Here are three of the principles:
- Increase time on task. Interventions for students with LDs should supplement instructional opportunities, not supplant them. (p. 272)
Dyslexia, dyslexic, dyslexics, instruction, intervention, Learning Disabilities, learning disability, Parenting, principles of instruction, reading diagnosis, Reading Disabilities, reading disability, reading evaluation, reading intervention, reading problem, reading problems, reading remediation, struggling reader, Struggling Readers
On another blog, someone commented that adults should allow children to read whatever they want. Here was my response:
I agree that it’s usually best to let children read what interests them. But I would add a caveat: Adults must discuss with children the pros, the cons, and the values inherent in what they read. Gradually, as children, including struggling readers, develop positive emotions about reading, adults can introduce new topics. These topics should differ slightly from what the children typically read. Slight differences are usually attractive; major differences are not. Thus, if a child likes reading about dogs and has read several books about them, introduce him to a book about wolfs, and later, perhaps one about coyotes. Read more...
Dyslexia, dyslexic, dyslexics, fluency, inclusion, instruction, Learning Disabilities, learning disability, least restrictive environment, mainstreaming, Monitoring, placement, Reading Disabilities, reading disability, reading problem, reading problems, struggling reader, Struggling Readers
