From Reading & Other Learning Disabilities
A Blog by Dr. Gary G. Brannigan and Dr. Howard Margolis
It’s September. Your child is starting to struggle with reading. How long should you wait to get help? Should you wait until November, December, January? After all, his teacher needs a chance to help him. Will it pass if you just show patience and encourage him to do better?
Our Response
Usually, it won’t pass, so don’t wait. Make a formal request to the school to evaluate his reading and related needs and to provide whatever services he needs to become a successful reader. A good evaluation, supported by quality resources, should help your child and his teacher. Read more...
Dyslexia, dyslexic, dyslexics, intervention, Learning Disabilities, learning disability, Parenting, reading diagnosis, Reading Disabilities, reading disability, reading evaluation, reading intervention, reading problem, reading problems, reading remediation, struggling reader, Struggling Readers
From Reading & Other Learning Disabilities
A Blog by Dr. Gary G. Brannigan and Dr. Howard Margolis
As many readers of our blog know, a direct mail advertisement from Rutgers University Continuing Studies promised that its 10-hour summer reading program of potentially large classes would quickly “turn poor readers into good readers.” The letter made other promises: Read more...
- Your child will become a strong, independent reader, build confidence, and become more successful in school.
- Your child will complete reading assignments more quickly and easily, be more successful in school, and become a strong, enthusiastic reader.
Dyslexia, dyslexic, dyslexics, intervention, Learning Disabilities, learning disability, poor reader, poor readers, Reading Disabilities, reading disability, reading intervention, Reading Materials, reading problem, reading problems, reading remediation, remedial reading, remediation, Rutgers University, scam, struggling reader, Struggling Readers, summer reading program, tutoring
From Reading & Other Learning Disabilities
A Blog by Dr. Gary G. Brannigan and Dr. Howard Margolis
Many proponents of particular reading approaches relentlessly bash other approaches. These proponents can be anyone. They can be teachers, professors, parents, politicians, or special education advocates. Many are well intentioned, but have little or no experience teaching reading, have little or no understanding of the relevant research, or have psychologically imprisoned themselves with strong ideologies that distort their observations and thinking. Many ignore all facts and research that undermine their beliefs, stress only those that support them, and fight vigorously to prove they’re never wrong, always right; they suffer from cognitive dissonance. Sadly, the decisions they make or influence can hurt children with reading disabilities. Read more...
cognitive dissonance, Dyslexia, dyslexic, dyslexics, effective teachers, intervention, language experience approach, Learning Disabilities, learning disability, Reading Disabilities, reading disability, reading intervention, reading methods, reading problem, reading problems, reading remediation, remedial reading, remediation, struggling reader, Struggling Readers, teachers, whole language
As we said in previous posts, frequent, extreme stress and the anxiety it produces can devastate children with reading and other disabilities:
Stress is bad for children. It’s associated with health problems, school failures, and youth delinquency…. High stress levels have been associated with … asthma and depression…. Stress directly affects ‘attention, memory, planning, and behavior control.’ When the mind is under emotional stress, it produces the peptide cortisol…. Cortisol generally is a blessing because we don’t become controlled by our past negative experiences. However, if cortisol is not kept in balance, learning can and will stop. (Creedon, 2011, p. 34) Read more...
anxiety, Dyslexia, dyslexic, dyslexics, frustration, frustration level, helplessness, independent reading level, instructional reading level, intervention, Learning Disabilities, learning disability, Parenting, Reading Disabilities, reading disability, reading intervention, resilience, Resiliency, self-efficacy, self-esteem, strengthening resiliency, stress, stressors, struggling reader, Struggling Readers
From Reading & Other Learning Disabilities
A Blog by Dr. Gary G. Brannigan and Dr. Howard Margolis
As we mentioned before, frequent, extreme stress and the anxiety it produces can devastate children with reading and other disabilities:
If the stress is too severe or too prolonged … stress begins to harm learning…. Stressed people don’t do math very well. They don’t process language very efficiently. They have poorer memories, both short and long forms. Stressed individuals do not generalize or adapt old pieces of information to new scenarios as well as non-stressed individuals. They can’t concentrate. In almost every way it can be tested, chronic stress hurts our ability to learn. (Medina, 2008, p. 178) Read more...
anxiety, Dyslexia, dyslexic, dyslexics, frustration, frustration level, helplessness, independent reading level, instructional reading level, 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, stress, stressors, struggling reader, Struggling Readers
From Reading & Other Learning Disabilities
A Blog by Dr. Gary G. Brannigan and Dr. Howard Margolis
Take lots of photos of your child doing safe, enjoyable July 4th kinds of things. Show him the photos and discuss them with him in relaxed, informal ways. During your conversation, stress two or three common words you think he can learn. Informally, tell him the meaning of the words and use them whenever it fits the situation. Encourage him to use the words. Avoid stress. Have fun. Read more...
Dyslexia, dyslexic, dyslexics, intervention, Learning Disabilities, learning disability, Parenting, parents, Reading Disabilities, reading disability, reading intervention, reading problem, reading problems, reading remediation, remedial reading, remediation, resilience, Resiliency, self-efficacy, self-esteem, strengthening resiliency, struggling reader, Struggling Readers, vocabulary, vocabulary development
From Reading & Other Learning Disabilities
A Blog by Dr. Gary G. Brannigan and Dr. Howard Margolis
Recently, I received a letter from high ranking official at a major public university with a great reputation; the letter advertised a set of programs that promised to quickly “turn poor readers into good readers.” This promise disturbed me, as did the letter’s other promises: Read more...
- “Your child will become a strong, independent reader, build confidence [sic], and become more successful in school.”
- “Your child will complete reading assignments more quickly and easily, be more successful in school, and become a strong, enthusiastic reader.”
Dyslexia, dyslexic, dyslexics, intervention, Learning Disabilities, learning disability, poor readers, Reading Disabilities, reading disability, reading intervention, Reading Materials, reading problem, reading problems, reading remediation, remedial reading, remediation, Rutgers University, struggling reader, Struggling Readers, summer reading programs, university reading programs
From Reading & Other Learning Disabilities
A Blog by Dr. Gary G. Brannigan and Dr. Howard Margolis
The Rutgers University Continuing Studies program promises that its 10-hour summer classes will “turn poor readers into good readers.” In essence, Rutgers is telling parents that if they spend $329 for their children to attend 10-hours of instruction in classes of up to 20-students, taught by teachers unlikely to have graduate degrees in reading, these parents will see their children’s reading problems disappear. In 10-hours of classwork, Rutgers (or presumably the company that runs the program) will turn poor readers into good ones. Read more...
Dyslexia, dyslexic, dyslexics, intervention, Learning Disabilities, learning disability, Reading Disabilities, reading disability, reading intervention, Reading Materials, reading problem, reading problems, reading remediation, remedial reading, remediation, Rutgers University, struggling reader, Struggling Readers
From Reading & Other Learning Disabilities
A Blog by Dr. Gary G. Brannigan and Dr. Howard Margolis
If your child has problems with reading comprehension, ask yourself, “Is his listening vocabulary equal to or better than that of most children his age? Does he understand the meaning of the vast number of words he’s asked to read?” Below, Dr. William H. Rupley of Texas A&M University and Dr. William D. Nichols of Western Carolina University emphasize the importance of vocabulary for helping children develop reading comprehension: Read more...
Dyslexia, dyslexic, dyslexics, intervention, Learning Disabilities, learning disability, reading comprehension, Reading Disabilities, reading disability, reading intervention, Reading Materials, reading problem, reading problems, remediation, struggling reader, Struggling Readers, vocabulary
From Reading & Other Learning Disabilities
A Blog by Dr. Gary G. Brannigan and Dr. Howard Margolis
Parents of children with reading disabilities often ask, “How can I help my child improve his reading.” My answer often surprises them. They expect me to show them how to teach phonics or other word recognition skills. But what I tell many parents is this: “Help your child to understand new or unknown words that he hears. Help him to use those words in his speech. Show him you love words. Love of words is infectious.” Read more...
Dyslexia, dyslexic, dyslexics, intervention, Learning Disabilities, learning disability, Parenting, reading comprehension, Reading Disabilities, reading disability, reading intervention, Reading Materials, reading problem, reading problems, reading remediation, remedial reading, remediation, struggling reader, Struggling Readers, vocabulary, vocabulary development
