From Reading & Other Learning Disabilities
A Blog by Dr. Gary G. Brannigan and Dr. Howard Margolis
For your children to succeed in and out of school, they need strong listening and speaking vocabularies. If they have difficulty understanding the meaning of words, they’ll have difficulty understanding what they hear. When reading, they’ll have difficulty recognizing and understanding words they see. Schools alone cannot adequately strengthen children’s vocabularies. As a parent, you need to help. The good news is that you can often do a great deal to help your children develop strong vocabularies. Three keys are to make vocabulary learning fun, relevant, and ongoing. Read more...
Dyslexia, dyslexic, dyslexics, intervention, language, language development, Learning Disabilities, learning disability, Parenting, Reading Disabilities, reading disability, reading intervention, reading problem, reading problems, remediation, struggling reader, Struggling Readers, vocabulary, vocabulary development
From Reading & Other Learning Disabilities
A Blog by Dr. Gary G. Brannigan and Dr. Howard Margolis
Is there a secret to helping preschool and older children develop the kind of listening and speaking skills so important to life and to reading and other academic success? Yes. And from the day your children are born, make the secret a daily part of their lives.
The secret: Hold lots of interesting, meaningful conversations with your children. Throughout the day, stress several important words they heard and used in their conversations. Don’t treat this like a secret. Instead, share it. Treat it as an important part of daily life. Read more...
Dyslexia, dyslexic, dyslexics, language, language development, Learning Disabilities, learning disability, Parenting, preschool, 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
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...
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